Table I.

Workbook Components

Component (Tool)	Description of Component (Components are listed in the order presented in the Workbook)	Average Rank (Range)
1. Current Overall Health Habits	Clinicians presented feedback on students’ self-reported exercise patterns, tobacco use, and nutrition, including Body Mass Index (BMI), and asked students whether they had any weight concerns.	7.1 (4–10)
2. Alcohol Use Totals	Clinicians reviewed students’ alcohol use in past 28 days: # of days drinking any alcohol; # of times drinking 5 or more drinks; total number of drinks; and family history of alcohol problems.	8.3 (6–10)
3. Co-factors screen	Students were shown their top 3 alcohol-related problems, gathered from responses to the Rutgers Alcohol Problems Index (RAPI), with a discussion about these concerns. Using student results from the standardized 7-question Beck Depression Inventory (BDI), clinicians discussed depression level and risks, and provided referrals if indicated, specifically with regard to any suicidality. Also, frequency of condom use and alcohol use, and whether there were correlations in those behaviors in the past 6 months was discussed.	4.5 (1–8)
4. Alcohol Use “Norms” Among Peers	Using pie charts depicting weekly consumption of alcohol by 18–25 year- old men and women, the student’s own alcohol use was compared to peer norms	7.6 (5–10)
5.Drinking Consequences	Reviewed a list of commonly reported behavioral consequences from alcohol use in the past month based on large national data samples (Hingson and Wechsler). Students were asked to reflect on their own consequences.	7.6 (5–10)
6. Alcohol Biphasic Response/Feelings continuum	Students were shown the biphasic nature of alcohol-induced moods/feelings, varying with the number of drinks from euphoria to dysphoria, and were asked to reflect on their own experiences.	5.4 (1–10)
7. Drinking Like and Dislikes	Students were asked what they usually drink and what they like and dislike about drinking	8.4 (6–10)
8. Drinking Consequences: BAC	Students were shown their computer-calculated highest Blood Alcohol Concentration during the past 28 days, based on their self-reported drinking. They were shown a BAC chart depicting various behavioral effects and risks at increasing BACs and were asked to comment on their own experiences.	7.5 (2–10)
9. Drinking Consequences: Calories	Students’ alcohol-related caloric intake over the past 28 days was estimated (calculated from their baseline interview data) and presented to them as total number of calories as well as in “cheeseburger equivalents” (computed at 330 calories per cheeseburger).	7.7 (5–10)
10. Drinking Consequences: Financial Costs	Students were asked to estimate the amount of money they spend on alcohol in an average month and what they thought of that expenditure. This total was also compared with an average cost per drink multiplied by their total number of drinks in the past 28 days.	6.9 (3–10)
11. Life Goals and Alcohol Use	Students were asked to think about and then list their important life goals for the next few months and the next few years. They were then asked to comment on whether achieving each of these goals would be “harder, easier, or no effect” if their alcohol use continued at current levels.	8.4 (6–10)
12. Readiness to Change Scale	Students were asked to estimate, on a 1–10 scale, how willing (10) or unwilling (1) they were to make any changes in their current drinking. They were asked why their “willingness number” was not at a lower level; this facilitated their own verbalizing reasons to make some changes.	8.0 (6–10)
13. Reducing Risk Agreement	Students were asked to list specific ways to modify their drinking, whether by setting a limit on total number of drinks per day, or total number of drinking days, or via use of non-alcoholic beverages, slower consumption, or other specific methods. The student was asked to sign the agreement, and the clinician signed it as well, indicating support for the student’s plan.	8.4 (6–10)
14. Drinking Tracking Cards	Students were asked to track, on pocket-sized cards, the types of drinks and the amounts each day, for 4 weeks.	8.0 (3–10)
15. BAC Calculator	Students were shown how to use a BAC calculator “wheel” and given one. They were encouraged to use it individually as well as with their friends to help keep their “community of friends” drinking within reasonable limits.	5.4 (1–7)
16. “Take-Home” worksheets	Students were asked to take home and review 3 handouts to individualize their drinking plans: 1) “Identify Reasons to Make Drinking Changes”; 2) “Strategies for Success”; and 3) “Alcohol and Decision-Making”. They were asked to complete these worksheets and bring them back with the workbook to discuss at their second visit.	4.4 (1–7)
17. Follow-up Phone Call #1	Clinicians were asked to call students at about 2 weeks after their first visit to: 1) give them encouragement and support; 2) to check in with them on progress on their drinking goals; 3) to discuss any specific problems in following their plans; and 4) remind them to come in for their follow-up visit #2.	6.8 (2–10)
18. Visit #2: Review of Agreement; What Worked? What Didn’t?	Students were asked about their drinking in the past month, and how that compared with their reducing risk agreement. Students were asked specifically what worked and what didn’t work focusing on behaviors, events, friends, and other correlations. They were asked to consider what they could do when they get in “didn’t work” situations.	7.1 (5–10)
19. Review of Consequences	Clinicians reviewed past consequences (number 5, above) from drinking and asked about any similar consequences over the preceding 4 weeks, since the last visit and discussion.	5.6 (1–7)
20. Alternatives to Drinking	For situations that “didn’t work”, the students were asked what they could do or say when offered a drink, or when they were tempted to drink more than they had planned. They were asked to think of and use, if helpful, a specific phrase or wording when encouraged by friends to drink.	6.0 (1–9)
21. Reward Yourself	Students were credited with doing hard and meaningful work in reducing their drinking. Since drinking less would result in more time and more money, they were asked to list specifics of what they would like to do if they had more time and more money.	6.1 (4–9)
22. Support	Students were asked who among friends and family could support and help them meet their goals, avoid negative consequences, and be healthier. They were asked to specifically list the first name(s) of people.	5.6 (3–9)
23. Follow-up Call #2	Clinicians called students approximately 1 month after the second visit to offer support and encouragement.	5.3 (3–9)
24. Intervention Tracking Sheet	This 4-ply worksheet for clinicians provided a simple way to track individual student characteristics, demographics, specific agreement goals or obstacles, and other factors in order to facilitate personal responses and follow-up.	7.0 (3–10)