BOSARIBody of Severe Accident Review Information
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To date, outcome data have supported the efficacy of interventions based on MI principles with college students who are heavy drinkers (Baer, Kivlahan, Blume, McKnight, & Marlatt, 2001; Baer et al., 1992; Bosari & Carey, 2000; Marlatt et al., 1998; Roberts, Neal, Kivlahan, Baer, & Marlatt, 2000).
Second, unaffiliated students are participating in pre-gaming activities which appear to enhance the drinking practice or make it more acceptable by normalizing it with rituals among friends or drinking partners (Bosari, 2004; Zamboagna, Schwartz, Ham, Bosari, & Van Tyne, 2010).
Finally, Bosari and Carey (2000) cond ucted a randomized controlled trial of a single motivational intervention session to decrease subsequent binge-drinking episodes of college students.
The interested reader is directed to several studies on the utility of BASICS (e.g., Agostinelli, Brown, & Miller, 1995; Bosari & Carey, 2000; Collins, Carey, & Sliwisnki, 2002; Cunningham, Humphreys & Koski-Jannes, 2000; Kypri et al., 2009; Marlatt et al., 1998; Neighbors, Larimer, & Lewis, 2004; 2000) The time required to present the normative information or the degree of exposure to the normative information, may also be an important factor, but one that has varied greatly from study to study.
These efforts include expectancy challenge, which helps the student to behaviorally disconfirm erroneous beliefs about drinking (Darkes & Goldman, 1993), brief, motivational enhancement methods to facilitate the student's evaluation of the pro's and con's of their own drinking accompanied by a fact-based examination of college population drinking norms (Bosari and Carey, 2000).