View All Items

Title: DEVELOPMENT AND EVALUATION OF A SINGLE-SESSION EXPECTANCY CHALLENGE INTERVENTION TO REDUCE ALCOHOL USE AMONG HEAVY DRINKING COLLEGE STUDENTS.
Creator: Lau, Hoyee, Dunn, Michael, University of Central Florida
Abstract / Description: While overall rates of college student drinking have declined slightly since 1980, extreme forms of drinking are escalating. A comprehensive review of all aspects of alcohol use among college students completed by a panel of scientists and college presidents concluded that very few approaches for dealing with student drinking can be considered empirically validated, and they strongly encouraged additional efforts to develop and validate effective strategies. Expectancy challenge approaches...
Show moreWhile overall rates of college student drinking have declined slightly since 1980, extreme forms of drinking are escalating. A comprehensive review of all aspects of alcohol use among college students completed by a panel of scientists and college presidents concluded that very few approaches for dealing with student drinking can be considered empirically validated, and they strongly encouraged additional efforts to develop and validate effective strategies. Expectancy challenge approaches designed to reduce risky drinking through changing key expectancies have been identified as one of the few validated strategies, but this approach has not been developed into a format that is reliably effective with females or readily delivered in a single meeting. Widespread implementation of expectancy-based strategies is dependent on further evolution of a pragmatic format of this approach while maintaining effectiveness with groups that has already been established and increasing effectiveness with other groups. The purpose of the present study was to develop and evaluate a new version of expectancy challenge to accomplish two specific goals that are critical for widespread dissemination and implementation. First, new content focused on key expectancies typically held by heavy drinking females was developed in an effort to achieve significant reductions in alcohol use among women. Second, the content of the intervention for men and women was condensed to a single session. To demonstrate the effectiveness of the redesigned expectancy challenge in reducing drinking among high-risk individuals, the intervention was implemented with heavy drinking males and females at a large state university. Exposure to the single session expectancy challenge led to significant changes in alcohol expectancies and significant reductions in subsequent drinking in both males and females in comparison to participants randomly assigned to an active control condition or an assessment-only control condition. These findings represent a critical step in the process of translating a theory-based intervention strategy validated in intensive academic laboratory designs, into a more practical format while maintaining, and even enhancing effectiveness. The single session expectancy challenge developed and validated in this project is more accessible to those seeking effective drinking reduction strategies for college campuses and will encourage further development of pragmatic strategies based on expectancy theory.
Show less
Date Issued: 2006
Identifier: CFE0001218, ucf:46940
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001218

Title: EVALUATION OF AN EXPECTANCY CHALLENGE PRESENTATION IN REDUCING HIGH-RISK ALCOHOL USE AMONG GREEK AFFILIATED COLLEGE STUDENTS.
Creator: Fried, Abigail, Dunn, Michael, University of Central Florida
Abstract / Description: Alcohol consumption and on college campuses has long been a significant problem. The severity of the situation and lack of effective alcohol programming on college campuses warranted the National Institute on Alcohol Abuse and Alcoholism to commission a Task Force on College Drinking in 2002, which has been vital in revealing drinking patterns and negative consequences which are specific to the college environment. The Task Force proposed three strategies that were empirically validated for...
Show moreAlcohol consumption and on college campuses has long been a significant problem. The severity of the situation and lack of effective alcohol programming on college campuses warranted the National Institute on Alcohol Abuse and Alcoholism to commission a Task Force on College Drinking in 2002, which has been vital in revealing drinking patterns and negative consequences which are specific to the college environment. The Task Force proposed three strategies that were empirically validated for prevention and intervention in the college setting. Of the three recommendations, implementing cognitive behavioral skills training and offering motivational enhancement interventions, while proven effective are costly and time consuming to implement. The final strategy recommended, challenging alcohol expectancies, has been validated for use in a group setting making it a more viable option for reaching larger audiences. Within the college environment there are certain factors that have shown to be important in influencing college studentsÃ‚Â' drinking behaviors, attitudes toward drinking, and alcohol related negative consequences. Specifically, membership in a fraternity or sorority has revealed a unique predictor of risky drinking behavior and an increased risk of suffering from negative consequences related to alcohol. The purpose of the present study was to implement an expectancy-based presentation in Greek chapter houses to alter expectancies and decrease risky drinking behavior. Alcohol expectancies were measured before and immediately after the presentation. Alcohol consumption was also assessed in a self-report measure of drinking for the 30 days prior to the presentation as well as 30 days following it. Analyses revealed significant reductions in positive alcohol expectancies and alcohol consumption on measures of quantity (average drinks per sitting), frequency (average drinking days per week), and heavy episodic drinking (average weekly peak blood alcohol content). Therefore, the structure and effectiveness of the current intervention program proves extremely useful and practical for widespread implementation in Greek chapter houses across all college campuses.
Show less
Date Issued: 2010
Identifier: CFE0003263, ucf:48528
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003263

Title: Evaluation of a digitally enhanced Expectancy Challenge Alcohol Literacy Curriculum (ECALC) for use with mandated college students.
Creator: Fried, Abigail, Dunn, Michael, Cassisi, Jeffrey, Bowers, Clint, Orr, Deborah, University of Central Florida
Abstract / Description: Alcohol use has been a longstanding problem on college campuses. Despite the efforts National Institute on Alcohol Abuse and Alcoholism and the commissioned Task Force on College Drinking (2002), there has been a recent rise in the number of alcohol related arrests and violations on college campuses. Within the high-risk mandated student population, the most successful programs utilize motivational enhancement strategies, such as the Brief Alcohol Screening and Intervention for College...
Show moreAlcohol use has been a longstanding problem on college campuses. Despite the efforts National Institute on Alcohol Abuse and Alcoholism and the commissioned Task Force on College Drinking (2002), there has been a recent rise in the number of alcohol related arrests and violations on college campuses. Within the high-risk mandated student population, the most successful programs utilize motivational enhancement strategies, such as the Brief Alcohol Screening and Intervention for College Students (BASICS). Likely due to financial constraints, an important issue that has been raised is the limited availability of validated methods for alcohol prevention and intervention on college campuses. The purpose of this study was to examine the effectiveness of the digitally assisted Expectancy Challenge Alcohol Literacy Curriculum (ECALC) by direct comparison of the ECALC to an already well-established treatment (i.e., BASICS) in an effort to reduce problematic alcohol use and related negative consequences among mandated college students. The role of the digital enhancements is to decrease time and resources necessary for training facilitators and aid in widespread implementation. Analyses revealed significant reductions on all four positive alcohol expectancies subscales for those in the ECALC condition and a significant intervening effect for the expectancies of Sociability and Liquid Courage. Results also revealed that for both males and females, those in the ECALC condition demonstrated significantly greater reductions in frequency of alcohol use (i.e., number of drinking days per month) and comparable reductions in typical (i.e., mean BAC, average drinks per sitting, average drinks per week) and heavy alcohol use (i.e., peak BAC, peak drinks per sitting, number of binge episodes) at follow-up when compared to those in the BASICS condition.
Show less
Date Issued: 2013
Identifier: CFE0004843, ucf:49712
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004843

Title: EVALUATION OF THE EXPECTANCY CHALLENGE ALCOHOL LITERACY CURRICULUM (ECALC) FOR REDUCING ALCOHOL USE AMONG HIGH SCHOOL STUDENTS.
Creator: Sivasithamparam, Janani, Dunn, Michael, University of Central Florida
Abstract / Description: Alcohol use is the single most alarming behavior among youth in the United States. Adolescents especially are at risk for increases in heavy episodic drinking and drunkenness leading to alcohol-related problems such as academic failure, interpersonal violence, risky sexual behavior and death. In an effort to address this endemic issue, a number of alcohol use prevention programs have been developed and are currently implemented in the high school setting. Many of these programs, however, lack...
Show moreAlcohol use is the single most alarming behavior among youth in the United States. Adolescents especially are at risk for increases in heavy episodic drinking and drunkenness leading to alcohol-related problems such as academic failure, interpersonal violence, risky sexual behavior and death. In an effort to address this endemic issue, a number of alcohol use prevention programs have been developed and are currently implemented in the high school setting. Many of these programs, however, lack an empirical basis and have been unable to demonstrate significant reductions in alcohol use over time. The need for the development and dissemination of effective strategies to address adolescent drinking is evident. Recommendations for newly developing approaches encourage an emphasis on empirically-based content and easily implemented protocols. Expectancy challenge-based interventions have been identified by the National Institute on Alcohol Abuse and Alcoholism as having strong evidence supporting their effectiveness in reducing alcohol use among college students. Recent efforts to translate such programs into forms effective with high school adolescents have been met with mixed results. The focus of the present study was to modify, implement and evaluate the Expectancy Challenge Alcohol Literacy Curriculum (ECALC), a program currently validated for use with college populations, for high school adolescents. The single session, high school version of the ECALC was infused into the existing Health Education high school curriculum and implemented with those in the 9th through 12th grades. Measures of alcohol expectancies and alcohol use were completed anonymously by each participant before delivery of the program and for 30 days thereafter. Impact of the ECALC was compared to classes randomly assigned to an attention-matched control condition. Findings revealed significant changes in alcohol expectancies and alcohol use reported by participants in the 11th and 12th grades following delivery of the ECALC. Changes were found across factor analytic and multidimensional scaling (MDS) statistical methods applied to the expectancy measure, as well as across measures of estimated intoxication and drinking quantity/frequency. Findings were consistent among both male and female participants. Reductions in alcohol use were not found among 9th and 10th grade participants, and expectancy changes were inconsistent. The assessment periods for baseline and follow-up were thirty days, which may reflect a limitation in that a longer follow-up may be more likely to capture significant behavioral changes over time. This study was the first to apply both factor analytic and MDS methods to analysis of the Comprehensive Effects of Alcohol questionnaire, with clear implications for expectancy measurement techniques likely to be most appropriate for capturing changes in expectancy activation patterns over time. Overall, this study represents an important advance in the development of an empirically-based and validated alcohol use prevention program effective for use with adolescents. In addition, the ECALC serves as a prevention program that is easily implemented in the high school setting, requiring only 50 minutes of class time, a classroom, and a motivated educator.
Show less
Date Issued: 2011
Identifier: CFE0003617, ucf:48846
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003617

Title: EVALUATION OF AN EXPECTNACY CHALLENGE CURRICULUM IN REDUCING HIGH RISK ALCOHOL USE AMONG COLLEGE STUDENTS WHEN MODIFIED FOR LARGE CLASSES.
Creator: Schreiner, Amy, Dunn, Michael, University of Central Florida
Abstract / Description: Alcohol consumption has repeatedly been recognized as the primary public health concern impacting students on college campuses. In response to the prevalence of risky alcohol use and lack of effective response among colleges and universities, the National Advisory Council of the National Institute on Alcohol Abuse and Alcoholism created a task force to review the relevant research literature on alcohol interventions to advise college administrators on effective program implementation and...
Show moreAlcohol consumption has repeatedly been recognized as the primary public health concern impacting students on college campuses. In response to the prevalence of risky alcohol use and lack of effective response among colleges and universities, the National Advisory Council of the National Institute on Alcohol Abuse and Alcoholism created a task force to review the relevant research literature on alcohol interventions to advise college administrators on effective program implementation and evaluation as well as provide recommendations for future research directions. Only three strategies met criteria for Tier 1 designation (empirical support specifically with college students) and two of these strategies are intensive and time-consuming individual methods. The third Tier 1 strategy, challenging alcohol expectancies, was the only method that was validated for administration in a group setting. For widespread utility of expectancy-based prevention strategies, effective interventions must be developed for delivery in typical settings. The focus of the present study was to modify an existing classroom curriculum designed to alter expectancy processes of college students for use in classroom settings of 100+ students as they have become the typical class size in college and university settings. The modified expectancy curriculum was implemented in a single session with students during their actual classes. Measures of alcohol consumption and alcohol related harms were collected anonymously for the 30 days prior and the 30 days following the curriculum. Measures of alcohol expectancies were also collected anonymously immediately prior and immediately following the curriculum. Analyses revealed significant reductions in average drinks per sitting males and key expectancy changes for both males and females. A low number of high-risk drinkers led to further exploratory analyses with the exclusion of a proportion of the lighter drinkers in the sample. These analyses revealed significant decreases in average drinks per sitting and peak drinks per sitting for both males and females. There were no significant changes in alcohol related harms. This study represents an important extension of expectancy-based interventions for a college population. An intervention that began as a multi-session, time and resource intensive protocol for a small group of participants has been successfully modified for use with groups of 100+ people. The current protocol can be given to this large a group in a single session curriculum that can be delivered in any standard classroom.
Show less
Date Issued: 2010
Identifier: CFE0003114, ucf:48628
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003114

Title: Evaluation of a Digitally-Automated Alcohol Curriculum Designed to Alter Expectancies and Alcohol Use in First Year College Students.
Creator: Schreiner, Amy, Dunn, Michael, Cassisi, Jeffrey, Bowers, Clint, Linkovich Kyle, Tiffany, University of Central Florida
Abstract / Description: High-risk alcohol consumption remains a primary public health concern for students on college campuses. In response to this concern the National Advisory Council of the National Institute on Alcohol Abuse and Alcoholism created a task force to identify and recommend strategies to aid college administrators in implementing effective alcohol programming at their institutions. While most administrators report being aware of these recommendations, many have not successfully implemented...
Show moreHigh-risk alcohol consumption remains a primary public health concern for students on college campuses. In response to this concern the National Advisory Council of the National Institute on Alcohol Abuse and Alcoholism created a task force to identify and recommend strategies to aid college administrators in implementing effective alcohol programming at their institutions. While most administrators report being aware of these recommendations, many have not successfully implemented empirically supported interventions on their campuses. One significant barrier is the cost and difficulty of training and hiring skilled staff to implement these interventions. Of the strategies identified as effective, challenging alcohol expectancies is the only strategy validated for group administration with college students and has significant potential to address this remaining barrier. However, current expectancy-based interventions still require highly trained expert facilitators for implementation. The present study aimed to convert the previously validated Expectancy Challenge Alcohol Literacy Curriculum (ECALC) into a digital format amenable to non-expert facilitation. The resulting digital ECALC was implemented in 48 class sections of a first year student course in a group randomized trial. It was hypothesized that receiving the digital ECALC would result in significant changes in alcohol expectancies and subsequent changes in alcohol use and related harms. Analyses revealed significant changes in both positive and negative expectancies following the digital ECALC, however no significant changes in alcohol consumption or alcohol-related harms were observed at a 30 day follow-up. Exploratory subgroup analyses revealed significant differences between experimental and control groups on average and peak drinks per sitting for classes receiving the digital ECALC during the fall semester only. Semester specific variables, environmental context, and social influence variables may have contributed to the lack of behavioral changes in the overall sample following observed expectancy changes. This study represents an important development in expectancy-based interventions for college students as the digital format removed the need for an expert facilitator and maintained significant changes in expectancies. Future studies should focus on replication of these expectancy changes and on demonstrating subsequent changes in alcohol use and related harms. The present study also represents the first evaluation of a group-administered expectancy intervention to report on intra-class correlations which will aid future researchers in designing sufficiently powered studies going forward.
Show less
Date Issued: 2014
Identifier: CFE0005412, ucf:50425
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005412

Title: Evaluation of the Expectancy Challenge Alcohol Literacy Curriculum (ECALC) for High School Students.
Creator: Boucher, Alyssa, Dunn, Michael, Renk, Kimberly, Dunn, Stacey, Linkovich Kyle, Tiffany, University of Central Florida
Abstract / Description: Prevention efforts targeted at children and adolescents are important because alcohol consumption contributes to the three leading causes of death in this among 12-20 year-olds: unintentional injury, homicide, and suicide. Research on the causes of alcohol misuse traditionally focused on pharmacological and genetic explanations, but models have expanded to include cognitive processes in the development of alcohol use patterns. Alcohol expectancies, or beliefs about the effects of alcohol, are...
Show morePrevention efforts targeted at children and adolescents are important because alcohol consumption contributes to the three leading causes of death in this among 12-20 year-olds: unintentional injury, homicide, and suicide. Research on the causes of alcohol misuse traditionally focused on pharmacological and genetic explanations, but models have expanded to include cognitive processes in the development of alcohol use patterns. Alcohol expectancies, or beliefs about the effects of alcohol, are an important influence on drinking behavior. Expectancies exist prior to the initial drinking experience, predict the onset of alcohol consumption, differentiate both children and adults in terms of light- and heavy-drinking patterns, mediate the influence of precursors on alcohol use, and when manipulated, result in significantly decreased alcohol consumption in heavy-drinking college students.The Expectancy Challenge Alcohol Literacy Curriculum (ECALC) is a web-based, interactive intervention that leverages technology in order to challenge students' expectancies through a media literacy presentation based on research findings. The 45-minute curriculum links exposure to alcohol media with expectancy beliefs and drinking decisions, and focuses on decreasing the positive reinforcing value of alcohol. The ECALC does not necessarily erase former expectations, but introduces new information about the physiological effects of alcohol that may compete with pre-existing positive expectations for influence over the individual's behavior. Though the ECALC has been validated with college students, the present study involved revising and evaluating the program to be appropriate for high school students. Results revealed changes in expectancy processes for students who reported alcohol use initiation and changes in mean BAC among females in this group.
Show less
Date Issued: 2016
Identifier: CFE0006294, ucf:51581
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006294

Title: DECREASING ALCOHOL USE AMONG HIGH SCHOOL STUDENTS BY CHALLENGING ALCOHOL EXPECTANCIES.
Creator: Cruz, Iris, Dunn, Michael, University of Central Florida
Abstract / Description: Altering alcohol expectancies has reduced alcohol use among college students and may lead to successful prevention of alcohol use among high school students. We randomly assigned 379 12th-grade students to an expectancy challenge, traditional alcohol information, or control condition, and used Individual Differences Scaling to map expectancies into memory network format with Preference Mapping to model likely paths of association. After expectancy and traditional alcohol interventions, higher...
Show moreAltering alcohol expectancies has reduced alcohol use among college students and may lead to successful prevention of alcohol use among high school students. We randomly assigned 379 12th-grade students to an expectancy challenge, traditional alcohol information, or control condition, and used Individual Differences Scaling to map expectancies into memory network format with Preference Mapping to model likely paths of association. After expectancy and traditional alcohol interventions, higher drinking male participants exhibited a greater likelihood to associate alcohol use with negative and sedating consequences and a decreased likelihood to associate alcohol with positive and arousing consequences. Drinking decreases paralleled the magnitude of changes in their likely path of expectancy activation. Children and adults who emphasize negative and sedating effects have been found to be less likely to use alcohol. Therefore, expectancy challenge interventions that have been successful at modifying expectancies and subsequently decreasing alcohol consumption among heavy drinking college students may be useful in the development of prevention curricula for high school students.
Show less
Date Issued: 2006
Identifier: CFE0001232, ucf:46887
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001232

Title: IMPLEMENTATION AND EVALUATION OF A CLASSROOM-BASED APPROACH TO EXPECTANCY CHALLENGE FOR REDUCING ALCOHOL USE AMONG FIRST-YEAR COLLEGE STUDENTS.
Creator: Sivasithamparam, Janani, Dunn, Michael, University of Central Florida
Abstract / Description: There is a pervasive belief in the United States that the college experience typically includes frequent social activities characterized by widespread alcohol use. Unfortunately, awareness of the hundreds of deaths and wide variety of other harms experienced by college students as a result of alcohol use is much less pervasive. In an effort to increase awareness of the negative impact of alcohol use on college campuses, the NIAAA commissioned a panel composed of scientists and college...
Show moreThere is a pervasive belief in the United States that the college experience typically includes frequent social activities characterized by widespread alcohol use. Unfortunately, awareness of the hundreds of deaths and wide variety of other harms experienced by college students as a result of alcohol use is much less pervasive. In an effort to increase awareness of the negative impact of alcohol use on college campuses, the NIAAA commissioned a panel composed of scientists and college presidents to document alcohol-related harms and identify strategies that have been found to be effective in reducing risky alcohol use based on empirical evidence. The final report of this expert panel was released as a "Call to Action" for institutions nationwide in an effort to increase understanding of the severity and prevalence of risky alcohol use, and to provide descriptions of programs that were considered effective based on empirical evidence. Unfortunately, there were very few strategies found to be effective, and one of the effective approaches could only be implemented in specialized laboratories operated by scientists with expertise in expectancy challenge. Due to the severity and pervasiveness of the college alcohol problem and the limited number of strategies deemed effective, there is clearly a pressing need to develop and validate an expectancy challenge method that could be implemented by any institution without being limited by the need for a specialized laboratory and highly trained personnel. Achievement of these goals was the focus of the present project. To this end, an expectancy challenge curriculum designed for delivery in a college classroom was developed based on a laboratory delivered protocol previously found to be effective in reducing alcohol use among college students, and a classroom delivered curriculum previously found to be effective with high school students. The newly developed college classroom curriculum was implemented in a single session with groups of students during their regular class time in their usual classroom. Measures of alcohol use and associated harms were completed anonymously by each participant before completing the curriculum and for the month following completion of the curriculum. Analyses indicated significant reductions in alcohol consumption among males and females in comparison to students who were randomly assigned to a wait-list control condition. Unfortunately, significant reductions in alcohol-related harms were not found. The time periods for baseline and follow-up were only one month each, and that limitation in the number of opportunities to experience harms limits the likelihood of demonstrating a significant reduction in harms as well. Overall, this project represents an important advance in the development of alcohol use reduction strategies that are theory-based and effective in reducing alcohol use based on empirical evidence. In addition, the curriculum that was developed and validated in this project represents the first expectancy challenge method that can be readily implemented at any institution willing to devote one hour to reducing their students' risk for a long list of negative consequences associated with alcohol use on college campuses. Motivation and a typical classroom are all that is needed.
Show less
Date Issued: 2008
Identifier: CFE0002307, ucf:47854
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002307

Title: Psychopathology and Functional Impairment in Adolescents with Social Anxiety Disorder.
Creator: Mesa, Franklin, Beidel, Deborah, Cassisi, Jeffrey, Neer, Sandra, University of Central Florida
Abstract / Description: Although social anxiety disorder is most often diagnosed during adolescence, few investigations have examined the clinical presentation of this disorder exclusively in adolescents. Prior studies have demonstrated that some clinical features of SAD in adolescents are unique relative to younger children with the condition. Furthermore, the extant literature on daily functional impairment in this population is limited. In this investigation, multiple areas of functioning were examined in...
Show moreAlthough social anxiety disorder is most often diagnosed during adolescence, few investigations have examined the clinical presentation of this disorder exclusively in adolescents. Prior studies have demonstrated that some clinical features of SAD in adolescents are unique relative to younger children with the condition. Furthermore, the extant literature on daily functional impairment in this population is limited. In this investigation, multiple areas of functioning were examined in adolescents with SAD (n = 16) and normal control adolescents (n = 14): specific social skills, subjective distress and physiological reactivity during one speech performance task and one social interaction task; alcohol use and expectancies; subjective and objective quality of sleep; and daily distressing social activities. No differences were observed in sleep actigraphy, self-reported sleep difficulties, alcohol use, or alcohol expectancies. Adolescents with SAD reported greater distress during both analogue tasks relative to NC adolescents. During the speech task, adolescents with SAD exhibited significantly greater speech latency (4.42 seconds vs. 1.75 seconds) and spoke significantly less (83.09 seconds vs. 167.75 seconds) than NC adolescents. Additionally, SAD participants manifested greater skin conductance during the speech task. During the social interaction, adolescents with SAD asked significantly fewer questions (2.20 vs. 7.07) and required significantly more confederate prompts (2.33 vs. 1.14) to stimulate interaction. Finally, adolescents with SAD reported more frequent anxiety-provoking situations in their daily lives and greater avoidance of these situations, including answering questions in class, assertive communication, and interacting with a group. The findings are discussed with respect to the current understanding of alcohol use, quality of sleep, and social functioning in adolescents with SAD.
Show less
Date Issued: 2013
Identifier: CFE0004891, ucf:49648
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004891

alcohol (5)	+ -
intervention (4)	+ -
alcohol expectancies (3)	+ -
college students (3)	+ -
expectancy (3)	+ -

alcohol use (2)	+ -
college (2)	+ -
Adolescent (1)	+ -
Alcohol (1)	+ -
ECALC (1)	+ -
Education (1)	+ -
Expectancies (1)	+ -
Expectancy (1)	+ -
Expectancy Challenge (1)	+ -
Prevention (1)	+ -
adolescents (1)	+ -
alcohol use prevention (1)	+ -
classroom based intervention (1)	+ -
daily functioning (1)	+ -
drinking (1)	+ -
drinking prevention (1)	+ -
expectancies (1)	+ -
first-year college students (1)	+ -
greek (1)	+ -
high school students (1)	+ -
memory processes (1)	+ -
prevention (1)	+ -
single session classroom-based expectancy challenge (1)	+ -
sleep (1)	+ -
social anxiety disorder (1)	+ -

University of Central Florida (10)	+ -
Dunn, Michael (9)	+ -
Cassisi, Jeffrey (3)	+ -
Bowers, Clint (2)	+ -
Fried, Abigail (2)	+ -

Linkovich Kyle, Tiffany (2)	+ -
Schreiner, Amy (2)	+ -
Sivasithamparam, Janani (2)	+ -
Beidel, Deborah (1)	+ -
Boucher, Alyssa (1)	+ -
Cruz, Iris (1)	+ -
Dunn, Stacey (1)	+ -
Lau, Hoyee (1)	+ -
Mesa, Franklin (1)	+ -
Neer, Sandra (1)	+ -
Orr, Deborah (1)	+ -
Renk, Kimberly (1)	+ -

Search In

Sort Results By:

Narrow results by:

Topical Subject

Collection

Type of Resource

Language

Creator

Format

Owner