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involvement of those affiliated with the institution, including students, parents, staff,

faculty, alumni, and members of surrounding communities. The challenge for

environmental prevention is generating and sustaining coalitions committed to

making changes. A staff person cannot do it sitting in an office.

The key to sustaining an interest in prevention is energizing new or existing campus

organizations, especially students, to take an interest in prevention. Sometimes

linking campus efforts with prevention activities in surrounding communities helps

stimulate interest. Coordination with state and national organizations or activities can

generate local interest.

At most colleges and universities, alcohol problem prevention issues are not a very

high priority. Often the limited resources available are bounded by time constraints of

a specific government grant. To imbue prevention values within an institution, those

concerned with prevention must become brokers-that is, they become agents for

issues that are important and market them to campus resources.

You and your group can be agents for prevention by building and sustaining

relationships with others who may have an interest in the numerous social, cultural,

and economic issues surrounding alcohol use in our society. You can help them

refocus those interests to support prevention efforts.

This Guide helps you develop relationships through an information-driven process

that draws the attention of campus members to those factors in your environment that

contribute to alcohol-related problems.

Use the exercises in the Guide to expand the circle of people interested in and

committed to reducing specific alcohol-related problems at your school. The

exercises give people a better understanding of what problems are occurring on

campus. By examining campus and community environments, they learn where and

when problems occur, which in turn helps them understand why problems occur. If

they understand the environmental factors influencing problems at their school, they

then feel they know how to make changes to reduce those problems.

Everyone is in charge of prevention. And prevention is not a program. Rather, it is an

informed commitment. The process described in the Guide gives you the information

you need to generate that commitment on your campus.

______________________________________________________________

(11)James F. Mosher and David H. Jernigan, “New Directions in Alcohol Policy,”

Annual Review of Public Health, 10 (1989): 245-79.

(12)Henry Wechsler and Nancy Isaac, Alcohol and the College Freshman: “Binge

Drinking” and Associated Problems (Washington, DC: AAA Foundation for Traffic

Safety, 1991), pp. 21-25.

______________________________________________________________

Problem-Oriented Prevention

Some problems related to alcohol use reported by U.S. college students: (13)

* Missed classes

* Performed poorly on a test

* Had hangover

* Been hurt or injured

* Fights or arguments

* Trouble with authorities

* Damaged property

* Taking sexual advantage

* Drinking and driving

Problem-oriented prevention targets attention and action on specific consequences of

alcohol use.

College administrators and students report a range of alcohol-related problems at

colleges and universities. National surveys recount aggregate problem levels (see

sidebar). But individual campuses may differ based on factors such as the mean age

of the student body, employment status, ethnicity, religious beliefs, and extent of

fraternity/sorority involvement.

The Guide includes a series of information collection exercises that will help you

define specific problems at your institution and understand your own culture of

alcohol use and adverse consequences.

Problem-oriented prevention borrows the SARA method (scanning, analysis,

response, assessment), a law enforcement community policing technique growing in

popularity. This method helps cops move from merely responding to incidents in an

isolated manner to analyzing underlying problems and response options in

collaboration with community groups.

SARA readily transfers to prevention efforts in a range of communities. For colleges

and universities, it uses campus collaboration and information as a way to develop

and monitor problem reduction strategies in an understandable process.

In scanning you look beyond immediate incidents or issues to determine if they are

part of a broader problem. If so, you then engage in problem analysis, through the

gathering of information from a wide variety of sources, to determine not only the

nature and scope of the problems but also the resources to help solve the problem.

You are then ready to implement a response intended to provide long-range solutions

to underlying problems. Then you assess whether your strategy has been successful

and make any necessary changes following the same approach.

______________________________________________________________

(13)Presley, Meilman, and Lyerla, op. Cit., pp.20-24.

______________________________________________________________

SARA

Scanning

Develop a campus profile

Look around

Have conversations

Recruit allies

Analysis

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