scholarly journals Celebratory Drinking Among College Students: Facilitating Prevention with Social Norms Marketing and Curriculum Infusion in a Multidisciplinary Environment

2014 ◽  
Author(s):  
Holly Foster
Keyword(s):  
College Students ◽  
Social Norms ◽  
Social Norms Marketing ◽  
Celebratory Drinking

Perception and reality: a national evaluation of social norms marketing interventions to reduce college students' heavy alcohol use.

2003 ◽  
Vol 64 (4) ◽  
pp. 484-494 ◽  
Author(s):  
Henry Wechsler ◽  
Toben E Nelson ◽  
Jae Eun Lee ◽  
Mark Seibring ◽  
Catherine Lewis ◽  
...  
Keyword(s):  
College Students ◽  
Alcohol Use ◽  
Social Norms ◽  
Heavy Alcohol ◽  
Heavy Alcohol Use ◽  
Social Norms Marketing

An Evaluation of a Social Norms Marketing Project for Tobacco Prevention with Middle, High, and College Students; use of Funds from the Tobacco Master Settlement (Virginia)

2005 ◽  
Vol 35 (3) ◽  
pp. 185-200 ◽  
Author(s):  
Jeanne Martino-McAllister ◽  
Maria Theresa Wessel
Keyword(s):  
College Students ◽  
High School ◽  
High School Students ◽  
Social Norms ◽  
Tobacco Prevention ◽  
School Students ◽  
Student Centered ◽  
Marketing Model ◽  
Positive Behaviors ◽  
Social Norms Marketing

The Anti-Tobacco Media Blitz (ATMB), a social-norms marketing program, was utilized for tobacco prevention with middle and high school students. University students assisted middle and high school students with the implementation of this campaign, which included a variety of media. Students worked in teams to design, develop, and evaluate tobacco-free messages through posters, radio, television, and peer-led activities. Evaluation of the campaign was constant and included assessment of message retention and demonstration of positive behaviors. This article discusses the procedures of this project, the five-step social norms marketing model, with emphasis on the student-centered evaluation and results.

scholarly journals Social-norms interventions for light and nondrinking students

2011 ◽  
Vol 14 (5) ◽  
pp. 651-669 ◽  
Author(s):  
Clayton Neighbors ◽  
Megan Jensen ◽  
Judy Tidwell ◽  
Theresa Walter ◽  
Nicole Fossos ◽  
...  
Keyword(s):  
College Students ◽  
Social Norms ◽  
Mixed Models ◽  
Generalized Linear Mixed Models ◽  
Heavy Drinking ◽  
Attention Control ◽  
Alcohol Prevention ◽  
Control Data ◽  
Social Norms Marketing ◽  
The Impact

Social-norms approaches to alcohol prevention are based on consistent findings that most students overestimate the prevalence of drinking among their peers. Most interventions have been developed for heavy-drinking students, and the applicability of social-norms approaches among abstaining or light-drinking students has yet to be evaluated. The present research aimed to evaluate the impact of two types of online social-norms interventions developed for abstaining or light-drinking students. Identification with other students was evaluated as a moderator. Participants included 423 freshmen and sophomore college students who reported never or rarely drinking at screening. Students were randomly assigned to one of three conditions: (a) personalized-norms feedback, (b) social-norms marketing ads, or (c) attention control. Data were analyzed using generalized linear mixed models. Results provided some support for both interventions but were stronger for social-norms marketing ads, particularly among participants who identified more closely with other students.

The Effects of Drinking Status and Believability of Ads Featured in a Social Norms Campaign on College Students' Estimation and Accuracy of other Students' Celebratory Drinking

2011 ◽  
Vol 41 (4) ◽  
pp. 391-404 ◽  
Author(s):  
Hee Sun Park ◽  
Sandi Smith ◽  
Katherine A. Klein
Keyword(s):  
College Students ◽  
Social Norms ◽  
Drinking Status ◽  
Drinking Behaviors ◽  
Drinking Occasion ◽  
Celebratory Drinking

This study examined estimation and accuracy of normative perceptions for students during one celebratory drinking occasion. Students who drank on St. Patrick's Day overestimated the percentage of others who also drank, whereas the students who did not drink on St. Patrick's Day underestimated the percentage of others who also did not drink. The students' drinking behaviors on St. Patrick's Day did not substantially differentiate their accuracy scores. However, of the students who drank on St. Patrick's Day, those who did not believe the ads showed stronger overestimation of others who drank than did those who believed the ads.

A Social Norms Approach to Reducing Alcohol Consumption Among College Freshmen

NASPA Journal ◽  
2003 ◽  
Vol 40 (4) ◽  
Author(s):  
Jannette Y. Berkley-Patton ◽  
Ellie C. Prosser ◽  
Kathleen A. McCluskey-Fawcett ◽  
Carrie Towns
Keyword(s):  
College Students ◽  
Social Norms ◽  
Drinking Behavior ◽  
School Level ◽  
Drinking Patterns ◽  
Normative Feedback ◽  
High School Level ◽  
University Life ◽  
Incoming Freshmen

The social norms media approach is an intervention designed to change college students’ drinking behavior by correcting false perceptions through normative feedback. The present study is a preliminary assessment of a social norms intervention’s attempt to decrease drinking amounts in students making the transition to university life. Data were collected on three groups of first-year students: (a) spring 1999 for baseline freshmen drinking norms, (b) summer 1999 to assess incoming freshmen drinking patterns, and (c) spring 2000 as a follow-up to assess effectiveness of the intervention for freshmen who entered fall 1999. Results indicated that the majority of freshmen students consistently drank in a moderate range (0–5 drinks), yet consistently overestimated their peers’ drinking levels. Incoming freshmen had significantly higher levels of drinking and greater misperceptions than baseline university freshmen. Results suggest the drinking rates significantly decreased for incoming freshmen from summer 1999 compared to spring 2000 follow-up norms. Also, the results suggest that normative feedback on college students’ drinking may be needed at the high school level to correct faulty perceptions prior to entering a university environment.

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