Table 3 Results for items related to effectiveness of strategies to reduce binge drinking in 16- to 18-year-old adolescents in an intervention targeting adolescents
Strategy | Second round | Third round | ||
|---|---|---|---|---|
N = 61 | N = 35 | |||
Mdn | IQD | Mdn | IQD | |
1. Present dramatic portrayals that adolescents can identify with | 4 | 2.75 | 4 | 1.50 |
2. Provide normative data regarding peer drinking | 5 | 2 | 5 | 2 |
3. Lessen the “coolness” factor of drinking: use role models that are cool without alcohol | 5 | 2 | 5 | 2 |
4. Place an emphasis on how adolescents make meaning of their own drinking and how that relates to their own drinking (e.g., “this happens to others but not to me”) | 5 | 2 | 5 | 1 |
5. Adolescents should be reminded that the choice to drink is theirs and theirs alone | 5 | 2 | 5 | 1.25 |
6. Explain why choosing not to drink is a good choice | 5 | 1.75 | 5 | 1 |
7. Add or remove alcohol cues in a pictorial scenario to demonstrate how social environmental cues can manipulate alcohol consumption | 5 | 2 | 5 | 1 |
8. Use prevalence overestimates reduction (present their own use, their perception of peer use and actual peer use of every 100 peers) | 5 | 2 | 5 | 2 |
9. Role playing games creating your own avatar | 4.50 | 3 | 4 | 2 |
10. Present social situations and ask them how they would react and present the different (positive and negative) consequences | 5 | 1 | - | - |
11. *Provide the opportunity to try out different reactions and their consequences in social situations | 6 | 1 | - | - |
12. Show a movie with victims that have been significantly affected by drinking (for example road accidents) | 3 | 2 | 2 | 1 |
13. Improving skills in dealing with general life issues | 6 | 3 | 6 | 2 |
14. Encouraging adolescents’ interests in other activities that do not involve alcohol consumption | 5 | 2 | 5 | 1 |
15. Increase knowledge about detrimental effects of alcohol before the age of 24 years | 4 | 2.75 | 5 | 1.25 |
16. *Increasing refusal skills (ability to say “no”) | 6 | 1 | - | - |
17. *Increase self-efficacy over their ability to refuse to engage in binge drinking | 6 | 2 | 6 | 0 |
18. *Increase their levels of perceived control whether or not they could refuse to engage in binge drinking | 6 | 1.25 | 6 | 0 |
19. *Train self-control (the ability to set limits for oneself) | 6 | 2 | 6 | 0.50 |
20. Provide knowledge about the harm of binge drinking / negative consequences of alcohol | 5 | 2 | 5 | 1 |
21. Increasing the sense of risk through emphasizing the short term consequences | 5 | 1.50 | 5 | 1 |
22. Provide accurate information about alcohol expectancies | 5 | 2 | 5 | 1 |
23. *Provide ways to cope with negative mood states other than drinking | 6 | 1 | - | - |
24. Stress that there are alternatives to alcohol and binge drinking | 5 | 2 | 5 | 1 |
25. Focus on how adolescents make meaning of their own drinking (arguments that adolescents use to defend their alcohol consumption) | 5 | 2 | 5 | 1 |
26. Show good graphic vomit shots | 1 | 2 | 1 | 0 |
27. Show them embarrassing behavior due to binge drinking | 2 | 3.75 | 2 | 2 |
28. Develop planning and communication skills | 5 | 2 | 5 | 1 |
29. *Develop decision making skills | 5 | 1.25 | 6 | 1 |
30. Giving advice to others on the topic | 4 | 2.50 | 3.50 | 1 |
31. Emphasize the benefits of positive choices | 5 | 2 | 5 | 1.25 |
32. Check out their personality and tailor the intervention on this personality: fearful personality | 4 | 3 | 4 | 2 |
33. Check out their personality and tailor the intervention on this personality: having negative thinking patterns | 5 | 3 | 4.50 | 1.75 |
34. Check out their personality and tailor the intervention on this personality: sensation seeking personality | 6 | 2 | 6 | 2 |
35. Check out their personality and tailor the intervention on this personality: impulsive personality | 6 | 2 | 5.50 | 2 |
36. Discriminate motives to drink and tailor intervention on these: drinking to deal with negative emotions (coping motives) | 6 | 2 | 5 | 2 |
37. Discriminate motives to drink and tailor intervention on these: drinking to enhance positive emotions (enhancement motives) | 6 | 2 | 5.50 | 2 |
38. Discriminate motives to drink and tailor intervention on these: drinking to be social (social motives) | 6 | 2 | 5.50 | 2 |
39. Discriminate motives to drink and tailor intervention on these: drinking to conform to the group (conformity motive) | 6 | 2 | 5 | 2 |
40. Changing adolescents’ positive attitude towards binge drinking | 5 | 2 | 5 | 1 |
41. Creating awareness of ambivalence (balance between positive and negative consequences of drinking) | 5 | 2 | 5 | 2 |
42. Strengthening those aspects that are already seen by the adolescent as positive consequences of not drinking | 5 | 1 | - | - |
43. Strengthening those aspects that are already seen by the adolescent as negative consequences of drinking | 5 | 1 | - | - |
44. Emphasize the possibility of getting high status by acting healthy | 5 | 3 | 5 | 1.25 |
45. Stimulate action planning skills on preventing binge drinking | 5 | 2 | 5 | 1 |
46. Stimulate to plan moderate drinking beforehand (e.g., special events or holiday) | 5 | 2 | 5 | 1 |
47. Encouraging the adolescents’ sense of autonomy and self esteem | 5 | 2 | 5 | 1 |