College Student Receptiveness to Various Alcohol Treatment Options

Autor/inn/en	Epler, Amee J.; Sher, Kenneth J.; Loomis, Tiffany B.; O'Malley, Stephanie S.
Titel	College Student Receptiveness to Various Alcohol Treatment Options
Quelle	In: Journal of American College Health, 58 (2009) 1, S.26-32 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0744-8481
Schlagwörter	College Students; Campuses; Self Help Programs; Outcomes of Treatment; Computer Software; Psychotherapy; Group Therapy; Drinking; Alcohol Abuse; Intervention; Drug Therapy; Student Attitudes; Regression (Statistics); Measures (Individuals); Questionnaires + Suchen Sie Ihr Suchwort? Collegestudent; Self help programmes; Selbsthilfebewegung; Psychotherapie; Trinken; Schülerverhalten; Regression; Regressionsanalyse; Messdaten; Fragebogen
Abstract	Objective: Heavy episodic drinking remains a significant problem on college campuses. Although most interventions for college students are behavioral, pharmacological treatments, such as naltrexone, could provide additional options. Participants: The authors evaluated receptivity to various alcohol treatment options in a general population of college student drinkers (N = 2,084), assessed in 2005. Methods: The authors asked participants to indicate which of 8 treatment options (ie, self-help book, self-help computer program, self-help group, group therapy, individual therapy, monthly injection, targeted oral medication, or daily oral medication) they would be willing to consider if they were going to cut down on or stop drinking. Results: Over 50% of drinkers expressed receptiveness to self-help options or psychotherapy options, and over 25% of drinkers expressed receptiveness to medication options. Conclusions: Increasing treatment options for students interested in reducing or stopping drinking by offering pharmacological interventions such as naltrexone could provide an important unmet need among college students. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10