Archives for September 17, 2012

Chapter 8

Alcohol has both physiological and psychological effects. Physiological effects are due to chemical or biological changes, whereas psychological effects are related to expectancies, or the beliefs about how alcohol affects behavior. Patel, A.B., & Fromme, K. (2010). In. I. Stolerman (Ed.), Encyclopedia of Psychopharmacology, Vol. 1 (pp. 517-520). Berlin/Heidelberg, Germany: Springer‐Verlag.

Chapter 6

As emerging adults (ages 18-25) undergo social role changes such as marriage, parenthood, and employment, they experience increased responsibility and subsequently reduce their alcohol use. Jochman, K.A., & Fromme, K. (2010). In L.M. Scheier (Ed.), Handbook of drug use etiology: Theory, methods, and empirical findings (pp. 565-578). Washington, DC: American Psychological Association.

Chapter 4

People’s beliefs about how alcohol affects them, how much others drink and approve of drinking, and why they drink help explain decisions to start and/or continue drinking. Patel, A.B., & Fromme, K. (2010). In L.M. Scheier (Ed.), Handbook of drug use etiology: Theory, methods, and empirical findings (pp. 147-164). Washington, DC: American Psychological Association.

Chapter 2

Students are more likely to engage in several risky behaviors (e.g., unsafe sex and aggression) when they have been drinking. They are also more likely to engage in these and other risky behaviors, like drug use, when they feel more intoxicated than usual, despite how much they have consumed. Fromme, K., & Quinn, P.D. (2012). In H.R. White & D. Rabiner (Eds.), Substance Use in College Students. New York: Guilford Press.

Chapter 1

The transition from high school to college is accompanied by increased personal freedom and changes in the social environment. As students actively seek out new social groups that match their own personal characteristics, their drinking is shaped by their new peers’ behavior, especially among heavier drinking students. Quinn, P.D., & Fromme, K. (2011). In R.J.R. Levesque (Ed.), Encyclopedia of Adolescence. New York: Springer Science & Business Media, LLC.

Article 27

Web-based daily assessments yield good response rates and are less of a burden on participants than other approaches to daily assessments. These daily data allow us to address many interesting questions about alcohol use and behavioral risks. Neal, D.J., Fromme, K., Del Boca, F.K., Parks, K., King, L., Pardi, A., Collins, R.L., Muraven, M., Vetter, C., & Corbin, W.R. (2006). Alcoholism: Clinical and Experimental Research, 30, 282-291.

Article 26

By reducing the number of items in a commonly used measure of alcohol-related problems, we can identify questions that capture the same information for women and men and across high school and college populations. Neal, D.J., Corbin, W.R., & Fromme, K. (2006). Psychological Assessment, 18, 401-414.

Article 25

Heavier drinkers engage in more risky behaviors, such as using illicit drugs, drinking and driving, having unsafe sex, and acting aggressively. A subset of these behaviors (including unsafe sex and aggression), however, are more likely to occur when students drink more than usual. Neal, D.J., & Fromme, K. (2007). Journal of Consulting and Clinical Psychology, 75, 294-306.

Article 24

During high school, your drinking is influenced by how much you think your parents know and care about your behavior. In college, however, your drinking is more influenced by how much you think your peers know and care about your behavior. Wetherill, R.R., & Fromme, K. (2007). Psychology of Addictive Behaviors, 21, 147-154.

Compared to students who do not engage in organized sports, college athletes don’t believe drinking and sex are as risky as non-athletes do. As a result, they report higher alcohol use and more sexual partners. Wetherill, R.R., & Fromme, K. (2007). Journal of Adolescent Health, 41, 294-301.

http://sites.la.utexas.edu/genes/2012/09/17/article-23/