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The Need for Student Participation in Prevention Policymaking and Programs
Both college presidents and student members of the Task Force reiterated the
importance of involving students in rethinking a school's approach to high-risk
student drinking. Students are not only the primary targets and beneficiaries
of prevention programs, but also key contributors to their successful implementation
(Mara, 2000; Presidents Leadership Group, 1997).
In their discussions about the practical issues involved in developing and
sustaining workable policies, Task Force members described several areas where
student participation not only improved a school's policy, but also increased
campus-wide "ownership" of the prevention efforts emanating from it
(Mara, 2000).
These include participation in (Mara, 2000):
- Campus-based task forces to direct prevention program efforts and develop specific strategies for promoting change in student organizations;
- Joint campus and community coalitions;
- Reviews of proposed policies before they are finalized;
- Judicial reviews by dormitory councils that hear cases of first alcohol infractions; and
 Training of student residence hall staff to eliminate communication of mixed messages about alcohol use on campus and improve consistent enforcement of alcohol policies.
From the Task Force's perspective, inviting students to share in the development
and implementation of the recommendations outlined above will help ensure that
the strategies selected meet an institution's specific needs and receive the
continued attention required for success.
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Steps That Signal Imminent Change in the Culture of Drinking
College and university presidents will need time to carefully consider
the implications of the Task Force's recommendations. As they do,
the Task Force suggests that they take the following, immediate steps
to signal their interest in changing the culture of drinking on campus:
- Review current alcohol prevention programs, assess whether they
are working, and consider what could be changed. Research-based
methods are available to assist college presidents with this task. Without
an informed assessment, colleges and universities cannot fully identify
needs or structure programs to respond to the particular types of drinking
problems on their campuses.
- Involve students, the community, and other stakeholders in the
review and assessment process and in the planning and implementation
of interventions. Stakeholders can help ensure that planned interventions
represent and reconcile the diversity of perspectives on campus, include
appropriate and acceptable strategies, and achieve wider buy-in for
proposed changes. A mix of students and more "permanent" stakeholders
will help guarantee continuity over time.
- Focus on strategies most likely to make a difference at individual
institutions and document them in a strategic plan. Effective alcohol
policies and programs are tailored to the specific situation on each
campus. Just as there are multiple contributing factors to high-risk
drinking, there are multiple strategies that can be applied to improve
identified problems. A strategic planning process conducted in collaboration
with campus and community stakeholders can identify strategies appropriate
for a given school and community. Strategic plans also include ongoing
program evaluation and campus monitoring components to ensure that both
needs and progress are assessed at timed intervals.
- Communicate the institution’s position on underage and excessive
drinking. Students, parents, alumni, community leaders, and college
faculty and staff are more likely to support a school's efforts to reduce
underage and excessive drinking if they understand why action is necessary
and how student health and safety can benefit from the university's
position. Orientation and other appropriate gatherings of the university
community may offer appropriate opportunities to convey those messages.
- Commit to addressing the issue over time. Strategies effective
in reducing underage and excessive drinking require substantial time
to produce results. Planning efforts recognizing this need can help
ensure that programs are implemented effectively and achieve intended
outcomes.
- Collaborate with NIAAA to develop an evaluation plan. Practical
strategies for beginning and supporting institutional initiatives include:
- Using data collection and data extrapolation methods to assemble
information needed in problem assessment,
- Evaluating campus-based approaches and longer-term campus- and community-based
environmental approaches, and
- Participating in research dissemination initiatives offered by NIAAA.
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Historical document
Last reviewed: 9/23/2005
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