Theoretical constructs | Behavior change strategies | Practical application | Outcome measures |
---|---|---|---|
Attitudes/Knowledge | Educational content | - Identify potency, present legal facts via flip cards, quizzlets, videos, etc. | - Substance-specific knowledge (4 items) - Do you ever feel bad about your alcohol or drug use? |
Perceived susceptibility | Correct risk perceptions | - Define what constitutes risky substance use. - Present health risks of substance misuse and dependency risk via flip cards, quizzlets, videos, etc. | - What level of risk do you think people have of harming themselves physically or in other ways when they [use a substance]? (6 items) |
Subjective norms | Normative re-education | - Guess percentage of peer use on campus; show actual vs. perceived use via pie charts. - Inform how college substance use is less frequent than perceived. | - In the last 30 days, what percent of students do you think used [substance]? (14 items) |
Self-efficacy | Refusal skills | - Examples of how to say “no” in a variety of scenarios. | - I would be able to say no if a friend offered me [substance]. (2 items) |
Personalized feedback | - Self-assessment and individualized feedback. | ||
Skills/knowledge for responsible use | - Responsible use checklist. | ||
Protective strategies | - Identify healthy alternative activities and support (physical, mind-body, social). - Checklist of healthy study habits. - Links to virtual and on-campus support resources. | ||
Goal setting | - Write SMART goal for healthy strategies |