eLearning Alcohol Abuse Prevention Class – Stage 1 Slide # 1

1. eLearning Alcohol Abuse Prevention Class – Stage 1 Slide # 1 Stage 1 • In this stage the student will be presented with the definition of alcohol abuse, as well as, the definition of binge drinking. Detailed Script (This script will be presented both verbally and written) Alcohol abuse is the most harmful form of substance use for young adults (Teesson et. al., 2010). It is defined as a pattern of behavior caused by alcohol use such as: failure to meet obligations at school, work or home; use when it is physically hazardous (e.g. driving); recurrent legal problems; and continued use despite having recurrent social problems (e.g. fights with friends or family, friends or family decreasing contact) (Addiction Editorial, 2008). Binge drinking is an extreme example of alcohol abuse. It is defined as : consuming five or more drinks in a row for men and four or more drinks in a row for women(Dong-Chuland Kaigan, 2009). Interactivity/Navigation The student will be presented with a slide show of a lecture with this information. The slide show will include both written narrative, as well as, a spoken narrative that will run at the same time. The slideshow will run on it’s own once it beings, but the student will also have the ability to use both a mouse and a key pad to play and repeat the lecture as needed.

2. eLearning Alcohol Abuse Prevention Class – Stage 2 Slide # 2 Stage 2 • In this stage the content will focus on the negative consequences of alcohol abuse. Detailed Script ( This script will be presented both verbally and written) Here are some more examples of the negative affects of alcohol abuse: assaults, property damage, failing classes, and alcohol-related injuries and fatalities (Wall, BaileyShea, and McIntosh, 2012). In 2001, about 600,000 students were injured, 696,000 were assaulted by another college student, and 97,000 were victims of sexual assault; all because of alcohol abuse; and in 2005, there was an estimated 1,825 alcohol related deaths of students between the ages of 18–24 (Lovecchio, Wyatt, and DeJong, 2010). Alcohol abuse is still just as much of a problem now as it was in 2001 and 2005, so we can assume that current statistics are similar. Can you think of any examples where you were negatively impacted by alcohol use, whether it was your own use or someone else’s? Interactivity/Navigation This information will also be presented in the lecture slide show. Along with the lecture slide show, there will be videos the students will watch with scenarios of people experiencing various negative consequences due to alcohol abuse; including arrest and criminal proceedings due to underage drinking, property damage, assaults and drink driving. These videos will be of real people showing how their lives have been forever negatively changed due to alcohol abuse.

3. eLearning Alcohol Prevention Class – Stage 3 Slide # 3 Stage 3 • In this stage the students will be introduced to the avatars. These avatars will be in situations in which they are presented with alcohol, ability to make various decisions, and the consequences of their decisions. Detailed Script (This script will be presented both verbally and written) You will create your own avatar. Your avatar will be in different situations where he/she will be offered alcohol. You will make the decisions for your avatar. Based on your decisions your avatar can have a great day/night or a really bad day/night. You will see how our decisions with alcohol use will have an affect whether it’s good or bad. This is an assessment of your decision making with alcohol use, you will not be able to move on to the next stage of this class until you have successfully completed this assessment. Interactivity/Navigation The students will be directed to a program similar to Second Life (either inside the class module or provided a link to an outside program). The avatars will be in various environments presented with alcohol. The students will have the ability to direct their avatar to consume alcohol or not. Once that decision is made, the avatars are then presented with more decisions (such as driving, going to class, going to work) and there will be consequences based on their decisions. For example, the avatar may get into a car accident because they were intoxicated, or fired from their job because their boss smelled alcohol. There will also be examples of legal issues due to alcohol use.

4. eLearning Alcohol Prevention Class – Stage 4 Slide # 4 Stage 4 • This will be the summative assessment stage. It will also provide students will local community providers for assistance with assessment, prevention, and treatment if needed. Detailed Script (This script will be presented both verbally and written) You will now take a test to see what you have learned about alcohol abuse, the negative affects of alcohol abuse and positive decisions that can be made. You will be able to look back at the information presented in this course to help you answer these questions. The test is timed 2 hours once you start. It is 50 multiple-choice questions and you must earn a grade of 70% to receive credit for the class. You will also notice there are links and contact information to local community providers who provide alcohol abuse assessments and treatment. If you or anyone you know is affected by alcohol abuse please contact these agencies and/or your school’s student services or counseling department. Interactivity/Navigation The students will be provided with a link to the test. Although the students are not able to access the test until they complete all other activities, they will have access to all previous content. Once the students begin the test the link will only be accessible for two hours, at which point the link will expire and the test will be submitted for grading. There will also be links on the page for the local substance abuse community providers and the school’s student resources.

5. eLearning Alcohol Prevention ClassSlide 5 References: • Addiction Editorial. (2008). The trouble with alcohol abuse: what are we trying to measure, diagnose, count and prevent?. Addiction. pp. 1057-1059. • Dong-Chul, S., & Kaigang, L. (2009). Effects of college climate on students’ binge drinking: hierarchical generalized linear model. Annals of Behavioral Medicine, 38(3), 262-268. • Lovecchio, C. P., Wyatt, T. M., & DeJong, W. (2010). Reductions in drinking and alcohol-related harms reported by first-year college students taking an online alcohol education course: a randomized trial. Journal of Health Communication, 15(7), 805-819. • Teesson, M., Hall, W., Slade, T., Mills, K., Grove, R., Mewton, L., Baillie, A., & Haber, P. (2010). Prevalence and correlates of DSM-IV alcohol abuse and dependence in Australia: findings of the 2007 National Survey of Mental Health and Wellbeing MareeTeesson et al. 2007 Australian NSMHWB: DSM-IV alcohol abuse and dependence. Addiction, 105(12), 2085- 2094. • Wall, A. F., BaileyShea, C., & McIntosh, S. (2012). Community college student alcohol use: developing context-specific evidence and prevention approaches. Community College Review, 40(1), 25-45.