Symposia
Addictive Behaviors
Kevin Antshel, ABPP, Ph.D.
Professor of Psychology
Syracuse University
Syracuse, New York
Aesoon Park, PhD
Professor, and Director of the Ph.D. Program in Clinical Psychology Psychology
Syracuse University
Syracuse, New York
Stephen Maisto, PhD
Professor Emeritus
Department of Clinical Psychology, Syracuse University; Center of Integrated Healthcare, Syracuse VA Medical Center
Syracuse, NY
Hypothesis/objective: Stimulant misuse, defined as taking stimulants in a manner other than prescribed, has risen on college campuses considerably in the past decade, with lifetime prevalence rates widely averaging 17%. Despite the soaring rate of stimulant misuse in college campuses, prevention intervention efforts for this problem are surprisingly lacking. Here, we tested the efficacy of a brief primary prevention intervention to reduce stimulant misuse in college freshmen with the following three aims: Specific Aim 1: To develop, adapt, and refine a brief prevention intervention for stimulant misuse; Specific Aim 2: To conduct a pilot RCT and acceptability assessment of a novel brief prevention intervention for reducing stimulant misuse. Exploratory Aim 3: If group differences exist, the treatment group will report greater reductions in positive stimulant expectancies and improvements in time management
Methods: Following development of the intervention, first year college students (n = 405) were randomly assigned to the prevention intervention (using a hybrid motivational interviewing and cognitive behavioral treatment framework [MI+CBT]) or a Treatment as Usual (TAU) condition (naturalistic observation). Primary outcomes were assessed immediately post-intervention and at a 3-month follow-up period designed to coincide with academic “crunch” times. The program’s primary three targets: (1) Increased knowledge of effective academic preparatory skills, (2) Increased knowledge of realistic stimulant effects and side effects and (3) Reductions in expectancies that stimulant medications may be effective for improving academic performance were measured as mediators of the intervention effects on stimulant misuse.
Results: These are preliminary findings from data collected this far. Stimulant misuse rates were more prevalent in the TAU group (11.4%) compared to the MI+CBT group (4.3%). Reductions in stimulant medications expectancies, yet not reductions in procrastination, were associated with the intervention outcomes. Intervention acceptability was rated highly by participants.
Conclusions: These preliminary data from an ongoing study suggest that the primary prevention intervention has the potential to provide an efficient, low cost and easily disseminated approach for reducing stimulant misuse in college students.