PH 133 Final Report

F r i e n d s W i t h B e n e f i t s | 1

Abstract

The program that was developed by the health educators is called “How to Approach a

Friend with a Drinking Problem.” The target group for the program is college students at

California State University, Fresno. Basically, the goal of the program is to increase the

awareness of how to approach a friend with a drinking problem. There are many people who

have struggled whether they should tell a friend that he or she have a drinking problem. Plus,

some people do not know where to find help or advice. Other than that, people with a drinking

problem may not know they have a drinking problem because friends or family do not tell them.

The issue will not disappear on its own. The problem needs to be addressed before it is too late to

help.

With this program, it educated the students on several tips. The few tips that were given

from the booth during the Wellness Fair were behavioral and physical symptoms and some

guidelines on how to approach a friend. Furthermore, with this information, students will be able

to confront a friend to let him or her know about their concerns.


I. Introduction

Do you know someone, a friend or a loved one, who has an addiction or someone who

abuses alcohol? Do you sometimes want to help them get out of it, but do not know how to

approach them the right way? If one of your friends needed help solving an everyday problem

like fixing something that is broken or lending your time to help with certain problems, you

would not hesitate to help. But what if it is something as serious as alcohol addiction? It seems

as everyone would turn the other way. Sadly, addiction is more than just a “problem.” It is a

medically proven disease, just like diabetes, cancer and heart disease. Inevitably, everyone

needs help one way or another. The best solution is to stick it through and be there at the right

moment because if left untreated, it is just as life threatening as any other disease.

The most understandable and plausible reason for helping someone with alcohol

addiction is simply because they need it. Every day, there are individuals that fall under this

category that feel they have no escape and some are not aware that they have an addiction. This

program would help not only people with addictions, but also those that do not have one so that

they may be able to reach out and lend support. The point of this project is to help, encourage

and inspire one individual to reach out to another with a drinking problem. The health educators

aspire to inform others on how to carry this type of help out, and how to utilize some of the best

strategies they can apply towards helping that special someone who is going through a tough

time in their lives.

A. Problem Statement and Purpose of the Project

Approaching a friend or family member who has a drinking problem is an issue that any

individual can face. The question that arises from the situation is how to approach a person with


a drinking problem. Confronting a friend or family member in the wrong way can cause a

relationship to end. Therefore, some students do not know how to tell a loved one that he or she

have a problem with alcohol. Without intervention, the situation will get worse. Alcohol abuse

does not show physical symptoms but may lead to further problems (NIH, 2011). If the habit

continues, it will lead to alcoholism and death may be the result. With this program, it will

inform students on the several steps they can take to approach a friend or family member about

the drinking issue. There is a need to provide a health education program on how to approach a

person with a drinking problem; the program will target the college students from ages 17-25

years old at California State University, Fresno.

B. Justification

The expenditure of the health educators’ time, effort and resources is justified by the

means in which he or she carries out their cause. If the cause is to raise awareness as to alcohol

addiction and how anyone can combat this, then it has earned its justice. People everyday battle

cancer, diabetes and other known diseases, but what no one acknowledges that addiction is a

disease as well. Through means of raising awareness and help, or simply extending a hand to

someone that needs support, that alone covers and justifies the expenditure.

C. Limitations of the Project

There will be limitations that will conflict with the program. Students who are a Public

Health major will be aware of the Wellness Fair because the professor will announce it.

However, other professors that are not Public Health teachers will not know about the fair and

will not let their students know about it. Therefore, it is difficult to get a good amount of diverse

college students at Fresno State to become aware of the event. The majority of the students


attending the fair would mostly be Public Health majors. Another limitation is not having

enough time with each student to inform them about the program. By not being fully informed,

the students will not know what to do when they have a situation where they have to approach a

friend with a drinking problem.

II. Background Information

This section was used to identify the needs of the target population. The health educators

did extensive research pertaining to alcohol intake and the issue of alcoholism among college

students. The health educators identified the symptoms and actions associated with alcohol

consumption, as well as the most up-to-date information on the country’s number of college

deaths associated with alcoholism. The health educators needed to categorize the needs of the

target population of Fresno State college students between the ages of 17 and 25 by doing the

research. Once the needs are properly identified, the health educators can work to develop an

exhibit that will reach out and capture the attention of the target population.

A. Literature Review

1. Introduction

Drinking alcohol heavily can damage effects on the brain, change its structure and how it

works. Alcohol can produce detectable impairments in memory after only a few drinks and, as

the amount of alcohol increases, so does the degree of impairment. Large quantities of alcohol,

especially when consumed quickly and on an empty stomach, can produce a blackout, or an

interval of time for which the intoxicated person cannot recall key details of events, or even

entire events (NIAAA, 2004).


The United States has the strictest youth drinking laws in the Western world, including

the highest minimum drinking age in the entire world (Dunlap, 2006). Heavy alcohol use among

people in the United States 17 years of age or younger actually dropped by two-thirds (65.9

percent) between 1985 and 1997. In total, the 2005 National Survey on Drug Use and Health

estimated 15.4 million Americans ages 12 and older were dependent on or abuse alcohol alone

(Hoffman and Froemke, 43). Marijuana comes in second with the leading cause of drug and

alcohol abuse.

There is substantial information out there that are easily to obtain. It did not take the

health educators long to find answers as to what they were looking for. There are about 400,000

plus websites topics about alcohol that can be found, as well as a few books about alcohol and its

addiction along with drugs. These books that the health educators have gave a great amount of

information on what everyone needs to know.

2. The Health Problem

Alcoholism is a disease that is not taken seriously among society. Alcoholism, which is

also referred to as alcohol dependency, is when an individual feels the need to drink alcohol

despite the negative effects it poses on the health, social and work aspect of their life. Nearly

65% of the U.S. population engages in drinking alcohol, but only 8% of that population is

alcohol dependent or abuse alcohol (Abadinsky). Although that does not seem like a big

percentage, that is at least 18 million people in the U.S. who consume alcohol on a daily basis,

including 500,000 people who are between the ages of 9 and 12 (Drug Rehabs, 2002).

Alcohol use is a contributing factor in auto accidents each year and is also a factor when

it comes to reports of harassment or abuse, as well as self-harm. Excessive alcohol use also


plays a part in causing other physical damages to the body such as cirrhosis of the liver,

reduction of brain cells, inflammation to the stomach (gastritis) and cause failure in the kidneys

and urinary tract. Although alcohol use is no longer outlawed and is freely welcomed, there are

certain moments when alcohol may be too much. It is of very utmost importance to show the

results of what too much alcohol can do to not just one person, but the effect it can have on

everyone involved.

History

Alcohol was a big part of history. Primarily used for religious or secular reasons in

nations such as China and Egypt, the importance of drinking alcohol in moderation was greatly

stretched. Alcoholism was not a vast concern to the people who consumed it for religious

reasons, and only became an interest just a few decades ago. There are many theories as to when

alcohol first made its place among mankind. There are myths that say alcohol was a gift from

the gods or that wine is the product of a good spirit who fell to the ground and passed on, hence

the sprouting of grapevines. Alcohol became an essential part of life by the Middle Ages, being

used at births, marriage, death, royal crowning celebrations and treaty councils (Kinney, 2009).

Alcohol was also used for medicinal purposes, as antiseptics, anesthetics, part of salves and

tonics. It was used for everything, from jaundice to hiccups.

Elvin Morton Jellinek was one of the premiere researchers who studied alcoholism.

Jellinek coined the “disease concept of alcoholism,” creating a noteworthy distinction and

increasing the concept of taming alcohol intake. Jellinek also created the Jellinek Phases, which

illustrated the different progressive phases one may face when drinking alcohol becomes over

indulgent. His theories and notions on alcoholism opened the doors for doctors and psychiatrists


to further investigate the belief that alcoholism could indeed be a product of a brain or gene

anomaly.

In the 1930’s, the origin of alcohol and scientific partnerships were founded. The modern

alcoholism movement originated from two institutions regarding alcohol: Alcoholics

Anonymous (AA) and the Research Council on Problems of Alcohol (RCPA). The RCPA was

made up of esteemed scientists who were adamant on applying modern scientific research to the

alcohol-related problems, whereas AA was committed to self-help, mutual assistance and self-

empowerment through religion (Roizen, 2008). With the combination of scientific research and

spiritual healing among alcohol abusers, as well as the exploratory contributions from Jellinek,

alcohol use and abuse was becoming an emerging issue among society.

Alcohol has not only been popular among adults for a long time, but young children as

well. While alcohol intake varies among age groups, many current drinkers start sooner than the

legal age of 21. Americans from age 12 and older make up the 9% of the population that have a

serious alcohol dependence problem. Whether it started with just a sip from their father’s beer

during football or at a party in middle school, alcohol is introduce at a young age and the

exposure can pose an example of what a good time should consist of. Alcohol consumption

usually peaks in the early 20’s and alcohol use proceeds to decline with age, which is how heavy

drinking trends as well (Kinney, 2009). As an individual continues to age, their alcoholic

preference begins to change too. Typically, the older the person gets, the more they prefer to

taste of alcohol in wine form. No matter the origin of alcohol, race, ethnicity, religion,

education, income, employment and location will continue to influence the population when it

comes to alcohol consumption.


College Students and Drinking

Drinking and college have been synonymous in society and media, usually becoming the

cause for auto accidents, assault and even unprotected sex. It is believed that first year college

students are more susceptible to developing a drinking problem due to the transition from

teenage life to a college life. New college students try to adapt to the change, and in turn can

lead to excessive alcohol consumption (College Parents of America, 2011).

Due to alcohol consumption being popular among college students, especially at social

gatherings, the consequences of drinking too much are still showcased today. There are nearly

19 million college students in the United States, and at some time or other those students come

across alcohol or the thought of consuming alcohol. Of the 19 million college students, 81%-

85% use alcohol and has been within that percentage for the last 15 years (Kinney, 2009). Each

year, at least 1,500 college students between the ages of 18 and 24 die from alcohol-related

unintentional injuries, including automobile accidents. In the same age bracket, more than

500,000 students are assaulted by a fellow student due to drinking too much alcohol. More than

31% of the college student population, which is nearly 6 million students, suffers from alcohol

abuse or dependency. Rates among fraternities and sororities are the highest when it comes to

excessive alcohol used, followed by students who live on-campus, on their own and with their

families, respectively (College Parents of America, 2011).

Since drinking was heavy among college students, a study was done to keep track of

drinking models. The Core Study, which was done in 2005, was a method used to classify

drinking patterns among college students. Infrequent drinkers were made up of 17% of the

college student population, in which the student had between one and six drinks in the past year.


The moderate drinkers were made up of those students who had a drink per month to a drink per

week, which was roughly 42% of the college students. The category of frequent drinkers, which

consisted of 24% of the college student population, was characterized by those who drank three

or more times per week (Kinney, 2009).

Not only does excessive alcohol consumption result in injuries or harassment, but can

also pose academic, health and law enforcement problems. In a college survey taken in 2003,

about 25% of the student population says that due to alcohol, their scholastic performance

suffers, which includes poor test scores and falling behind in class. When it comes to health

problems, less than 2% of the college student population tried to commit suicide due to drinking

or drug use. Police involvement is accounted for about 5% among college students due to

drinking and at least 110,000 students are arrested for alcohol-related violations such as public

intoxication or driving under the influence (College Parents of America, 2011).

Signs & Behavioral Symptoms

When someone is alcohol dependent, there are signs and changes in behavior that begin

to take place as the alcohol takes effect on their life. For example, when someone drinks in

secret or doesn’t pay attention to how much they consume, they may have a problem with

alcohol. Other signs and symptoms include blacking out with no recollection of what has

happened, inability to keep a job or relationship sustained or becoming irritable when the

individual doesn’t drink during their regular time (University of Maryland Medical Center,

2011). Some people even begin to lie about drinking, suffer through personality changes and

begin to have an increased tolerance for alcohol. These signs and behavioral symptoms can

illustrate when someone is abusing alcohol and can be or is alcohol dependent.


There are also behavioral questionnaires that are used to evaluate whether someone has a

dependency on alcohol. The questions range from whether someone has been arrested because

of drinking to whether they believe they have a problem with how much they drink. Such

questions that result in a “yes” answer are suspect to having a drinking problem (Bowles Center

of Alcohol Studies, 2010). There are other questions and signs to look for when someone may

be abusing alcohol, such continuing to promise to stop drinking and how much the person

considers “a drink.”

There are four types of severity levels for consuming alcohol: Alcohol abuse, alcohol

dependence, alcohol use and risky drinking. Alcohol abuse is characterized by clinically

significant destruction or anguish, but does not illustrate physical dependence. Alcohol

dependence is depicted by weakened control over drinking, withdrawal when alcohol is no

longer present, desertion of normal activities in favor of drinking and in spite of periodic

physical or psychological problems, continues to drink. Alcohol use is characterized by both

alcohol abuse and alcohol dependence. Risky drinking is when the individual drinks beyond the

moderation levels either on a regular basis or for a special occasion. Any of these rigorous levels

of consuming alcohol can pose a risk to one’s health and mental stability.

Furthermore, a person drinking alcohol even though it is dangerous is another symptom

(Help Guide, 2011). For instance, the individual goes partying and drinks a lot. The person does

not have a designated driver and continues to drink instead of sobering up. The person is going to

put himself and others at risk when drinking and driving. The consequences that will come about

in drinking and driving include getting arrested, getting to car accident, or hitting innocent by-

standers. If a friend notices this behavior, he or she should get involve and show the person the

risky actions that are occurring. Letting the behavior progress will result in more repeated bad


outcomes. Although these consequences may happen, the individual may not learn the lesson.

Therefore, a friend has to demonstrate that the person's behavior is out of control and that he has

a problem.

Approach

When someone comes across a loved one in their life who may be suffering from an

alcohol problem, they may feel helpless. It is absolutely normal to feel a range of emotions,

from anger to self-blame. There are a lot of people who take their emotions harshly, and refuse

to help a friend in need, fearing that they will make it worse. In the long run, not helping a loved

one with alcohol dependency issues can have dire consequences, including ruining relationships

and chronic health problems.

Trying to help a loved one with an alcohol problem is not the easiest thing to do. Many

emotions will be displayed and it is very important to give a loved one support, especially when

talking openly and honestly about their problem. There are many ways to approach a problem

such as alcoholism, but it is very imperative that the proper procedures are taken so it does not

feel as if the loved one with the problem is being bombarded by unnecessary actions and

comments.

When preparing to help someone, it is vital that the person does not preach or force their

loved one to do something they do not want to do. Ultimately, it is the individual who must

decide that they do have a problem and want to fix it. The person trying to help should also

realize that it does no good to shield their loved one from the serious consequences their drinking

may have on themselves and others. Most importantly, the person must not feel guilty or

responsible that their loved one is alcohol dependent. It is crucial that they also must keep their


loved one full of confidence so that they may see what their drinking is doing to them, both

socially and physically. There are numerous treatment and counseling programs as well as

medications that can be taken to help the person wean away from alcohol and begin to

reestablish their lives (NIAAA, 2007). A loved one cannot become sober and clean overnight;

recovery is an ongoing process. The best thing for anyone to do is to continue offering support

and coping skills to insure that they are on the road to recovery (Smith, 2011).

3. Target Population

Many people are affected by alcohol or someone with drinking problems. It may be

directly or indirectly. There are many factors that can lead to drinking problems. Some of these

factors can be genetics, environment, and emotional health (Smith, Robinson, & Segal, 2011).

Children who are raised in a family where alcohol is present can influence them to develop

drinking problem in the future. According to Centers for Disease Control and Prevention

(CDC), more than half of the adult population drank alcohol in the past 30 days (2011). Plus, 15

percent of the population binge drank (CDC, 2011). Based on the percentage, many individuals'

behavior can lead to drinking problems. Over drinking can cause injuries or car accidents to the

individual or others around the person. Other than that, alcohol use is the third leading cause of

death based on lifestyle (CDC, 2011). If the problem does not stop there, it can lead to

alcoholism. Becoming an alcoholic can lead to physiological damages of the body, as well as

damages to the person’s mental state. Therefore, it is critical to interfere with a friend or loved

one’s behavior before it gets out of hand.

Furthermore, there are many ways to approach a friend with a drinking problem. Some

people are too afraid or do not have the confidence to talk to the individual about the issue.


Pressuring the person too much can cause the person to deny and end the relationship. Plus, the

person with the problem may feel that he or she have it under control and can quit anytime.

Therefore, the individual may not want help or say that it is not anyone's business to intervene.

It is important to find a good way to confront a friend to decrease the chance of losing a friend.

In one particular population, they are exposed to drinking when they go to parties; that

population is consisted of college students. As the individual reaches the age of 21, he or she

will want to experience alcohol. However, others may start even before the legal age because

they were exposed to it earlier from their peers. If the behavior continues at a young age,

physical complications will occur sooner in life. Therefore, it is critical to educate students

about alcohol and how it affects the body.

In addition, a project was initiated in William and Mary School of Education after

receiving a federal grant to address drinking among college students (School of Education,

2011.) One goal of the program was to decrease high risk drinking through informal discussion

and educational programming. The program had eight fraternities and eight sororities that

participated in the program (School of Education, 2011). Students were able to discuss among

other students about how to approach a person with drinking problems, risky behaviors, or

mixing caffeine with alcohol. Several students found this program helpful because they learned

about alcohol that they did not have knowledge of before the program. Other than that, there

were peer on peer education. It made it easier for the students to feel comfortable and be able to

interact with each other. Plus, the students can relate to each other because of their age. If the

instructor was an older person, students may not fully engage into the program because they may

feel that the teacher cannot relate to them. In other words, the activity that was done in the

program was an effective way to teach the students.


The program stated previously helped many students to learn about alcohol. It is

important to educate college students to minimize their chances developing drinking problems.

If issues do occur, then it will help to learn how to approach a person. Individuals should

intervene with friends who are over drinking and are not able to control their behavior.

4. Model Programs

There are many programs out there that provide help to those who are alcohol dependent.

There are both spiritual and peer groups that can help an individual control their addiction and

conquer it. However, when it comes to informational education on how to help those who may

be prone to alcohol dependency, there are countless outreach programs and organizations. There

are some instructional programs that do mention steps, symptoms and signs of alcoholism and

there are campus health centers that provide informational brochures on the dangers of excessive

alcohol consumption.

One organization called Phoenix House focuses on changing the attitudes among

students, both high school and college, on alcohol and drug abuse. The organization provides

catalogs and handbooks on how to cope with life transitions and the introduction of alcohol and

other substances into their surroundings. The group centers on informing students and their

parents about alcohol and the influence their peers may have, as well as tips on how to control

their drinking and what to do in emergency situations pertaining to excessive alcohol use

(Phoenix House, 2011).

The National Institute on Alcohol Abuse and Alcoholism (NIAAA) supported a task

force that discusses binge drinking and the dangers of alcohol use among college students. The

task force recognizes alcohol as part of society and that it is difficult to extinguish from our


surroundings. The institute brings up the issue of brain development and secondhand

consequences when alcohol is involved, in hopes that college students will see that excessive use

can have a negative effect on them and others around them. The group calls for all colleges and

universities to address their campuses on the damaging outcomes of alcohol and even provide

effective outreach and strategies to get college students to think twice about a friend, or even

themselves, when they consume too much alcohol.

The Campus Alcohol Abuse Prevention Center, which is part of the Virginia Tech

campus, was created in 2001 after the alcohol abuse prevention services were removed from the

campus’ health center (Campus Alcohol Abuse Prevention Center, 2006). The center provides

students on-campus, as well as off-campus, information on alcohol and how to lower negative

conclusions of drinking before the legal age. The center also evaluates college drinking patterns

on campus and surveys the progress of their promotion for underage college students to abstain

from alcohol consumption until they are legally allowed.

5. Summary

Alcoholism is a disease that needs to be addressed since it affects everyone involved in

the person’s life. There are many factors that can trigger excessive drinking, such as stressful

circumstances in work, home or school but sometimes there are some underlying issues that can

cause a person to drink. It is important to notice such changes in attitude or activity associated

with alcohol in order to address the situation. If a person were to continue drinking because no

one cares to tackle the problem, it could lead to many health and even psychological issues as

they continue in a downward spiral.


There are many programs and even online help that can guide people as to how to

approach someone with a drinking problem. There are programs that focus on just about

everyone involved, from children to adults. By educating the population, they can help someone

with their alcohol dependency issues and perhaps even save a life.

B. Agency/Situation

The proposed agency is the Student Health Services at California State University,

Fresno. It is located in the Student Health Center. Students can receive psychological

counseling, medical services, dietician services, and peer health education (Student Health

Services, 2007). Walk-in is available as well as setting an appointment.

The health education program will be held at California State University, Fresno during

the “Wellness Fair.” The fair will take place inside the Residence Dining Hall on November 15,

2011. The event will take place from 11 o'clock a.m. to 2 o'clock p.m. There is no charge to

attend the event. The fair takes place every semester at Fresno State. The event is open to the

public. People who attended the previous fair were teachers and students. There will be many

booths that will be set up to promote and inform the public about different health issues.

Majority of the booths will be done by Public Health major students. Since the college students

are the main target for the program, it is important to get the students' attention and get them

involve.

In previous “Wellness Fairs,” students who have booths were excited to engage with their

own peers to educate them on a specific health issue (Tyler, 2011). Some of the past fairs have

taken place also at the Residence Dining Hall. The process that occurs at the fair is very

interactive. If the informer does not talk to the students, they will most likely not stop at the


booth. In result, the message about the health problem will not get across to the students. Plus,

students who attend the fair can get brochures, win prizes, and receive free items from the

booths. These activities are ways to attract the students to participate and learn about issues that

are affecting college students. Besides that, the students can take what they learn and teach

others about the issue who do not have much knowledge on a health problem.

As stated earlier, there are many different health issues that are presented at the fair.

Some previous topics that were presented are stress, dental hygiene, sexual health, and skin care

(Tyler, 2011). Learning about these different health problems can benefit his or her lifestyle.

For example, learning how to manage stress and time, especially in college, can minimize

chances of stressing out when it comes to tests or assignments. An individual can learn how to

balance out his or her time. Other than these booths, the Student Health Center also had a booth

that informs students about the Health Center. In the brochure, it includes the services that they

provide. Some students may not know that they provide different procedures, such as Pap

Smears. Some female students may look elsewhere to have a Pap Smear done. However,

knowing that it is provided on campus is more convenient.

C. Target Group Description

The target group is college students, who attend California State University, Fresno also

known as Fresno State, between the ages 17-25, both males and females. There are 21,655

students attending Fresno State this Fall 2011 semester (Fresno State News, 2011). This

semester had the highest Freshman class record, which was 2,934 (Fresno State News, 2011). At

Fresno State, it is a diverse population compared to other college campuses. By targeting

different ethnicity, the students will be aware of the problems that are occurring on campus and


will be able to teach others about it. Focusing on one ethnicity will not be as effective because

only that certain population will know about the issue. Therefore, it is critical to incorporate all

the students at Fresno State.

Alcohol abuse is a significant problem among these young adults. As a person starts to

get close and reach age 21, the individual may be exposed to alcohol. Some of these exposures

may include going to house parties, going to the club, or hanging out with friends. For instance,

at some of the house parties, people tend to binge drink. There may not be parental supervision.

Binge drinking often will build tolerance and will lead to more drinking to get the same effect.

As a result, a person's behavior can get out of control. A person who notices these signs of a

drinking problem should consider intervening situation.

In addition, the main purpose to confront a friend is to prevent future complications. For

example, telling a friend ahead of time that he or she has a drinking problem can minimize the

chances of getting into a car accident. Drinking and driving is a hazardous situation where the

individual can hurt oneself or others. The accident can be severe where innocent by-standers are

killed because of the risky behavior. In this case, the drinker's life will be scarred with bad

memories. Therefore, a good friend is needed to have the courage to tell the individual about his

or her problem before the situation is too far to control.

D. Implications for the Program

What we collected from our research, we gather those information and share it with the

people we care because not many people would do that. We are trying to create ways to save

peoples life’s and how to approach love ones the best way we possibly could without having to

feel guilty. With researching upon alcoholism, we find that people tend to think drinking is a


normal thing to do, but it is not a normal thing to do. We want to catch someone before that stage

hits and with that being said, we want to help those who are in early needs.

The most understandable and plausible reason for helping someone with alcohol

addiction is simply because they need it. Every day, there are individuals that fall under this

category that feel they have no escape and some are not aware that they have an addiction. This

program would help not only people with addictions, but also those that do not have one so that

they may be able to reach out and lend support.

As much as we want to protect our community, the people we love and care for, we

inevitably would not be able to reach out to everyone. That is why it is a dire need to educate

ourselves on specific methods that can help us find and help them. Alcohol usage should never

have to be use if unnecessarily.

The point of our project is to help, encourage and inspire one individual to reach out to

another with a drinking problem. We aspire to inform them on how to carry this type of help

out, and how to utilize some of the best strategies they can apply towards helping that special

someone who is going through a tough time in their lives.

III. Needs Assessment

A. Instrument Design

The instrument that the health educators decided to use was paper-and-pencil

questionnaire that was administered in a general education class and a Public Health class. It

was more convenient to do a paper-and-pencil questionnaire than a face-to-face interview

because face-to-face interviews will take long to collect data. Other than that, administering the


survey in class is an easier method to access to thirty subjects at once than selecting random

subjects on campus. Since the health educators have a limited time to collect data from the

subjects, it was easier to do a survey. Also, the subjects will more likely do the survey in class

than being approached on campus and using their own time to do the survey.

Furthermore, the instrument contained two sections. The first section contained

directions on how to complete the survey. The second section included twelve items. The

questionnaire can be accessed on Appendix A. Most of the items required the subjects to circle

their answers. All of the items should have only one response. In addition, the format that was

used in the questionnaire was to place a check mark or circle yes or no questions, multiple-

choice, Likert Scale, and a few answers to choose from, such as three times a week or once a

week. However, there were options in the questions that include does not apply or do not know.

Every subject may not have a friend who drinks or does not know how much the person drinks.

Therefore, it is important to include the options that were stated earlier to decrease the chance of

affecting the data. Basically, the purpose of the survey is to learn about the subject's attitudes,

behaviors, and knowledge about the health topic.

The first two items contained demographic questions. The first item was to identify the

subject's gender. The second item was to indicate the age. Although the target group age is

between 17 and 25, the health educators added the age group 29 and up. The health educators did

not want the subjects to feel they are not in place to take the survey because of their age. If the

subjects are over 29 years old, the health educators will not include their response when

analyzing the data.


Items three, four, five, six and seven evaluated the subjects' friends' behaviors when

consuming alcohol. The format that was used for item three was giving different options to

choose from, such as three times a week, twice a week, once a week, once a month, does not

apply or do not know. For items four through seven, the format was “yes, no, does not apply, or

do not know.” Based on the answers from items three through seven, it was to indicate whether

the friend's behavior will increase their chance of developing any drinking problems.

In addition, items eight, nine, ten and eleven evaluated the subjects' behaviors and

attitudes. Items eight through ten used the same format that was mentioned earlier, such as “yes,

no, or does not apply.” However, the option “do not know” was offered as an answer. For item

eleven, a Likert Scale was used that ranged from one through seven. Along with the number

scale, it contained “not confident, somewhat confident, and very confident.” Basically, the

question was to determine where is the subjects' confident or comfort level in approaching a

friend with a drinking problem. Lastly, multiple-choice was used for item twelve. The question

was used to evaluate the subjects' knowledge on behavioral symptoms of alcoholism.

B. Item Description

The questions designed for the survey were made to target students at Fresno State, ages

17 to 25. The survey contained twelve questions, which included yes/no, multiple-choice and a

Likert Scale. Each question was created to measure the subject’s current understanding of

alcoholism, as well as whether it pertains to their social life regarding their friends or loved ones.

In return, the health educators will develop an educational and informative program to keep them

up to date on standard facts on alcoholism, behavioral symptoms associated with it and what they

can do to help.


The first and second items on the survey are demographic measurements: Gender and

age. Both will verify that the subject is part of the target population at Fresno State. By asking

for gender and age, it will determine differing behaviors and attitudes among males and females

at Fresno State, as well as whether age is factor in whether alcoholism is more prevalent among

certain age groups. When the survey is administered, the health educators will also be looking at

how males and females answer certain questions about the awareness of alcoholism.

The third item on the survey asks the question about how often the friends of the

participant drink. The health educators would like to know how prevalent drinking is among

their social circle. It was designed as a choice question, giving six possible choices including

“does not apply” in the case of religious or cultural influence. The health educators will classify

each answer by analyzing percentages. In turn, the health educators will determine if there is a

contrast between the male and female answers.

The fourth item asks the subject if any of their friends have increased their alcohol intake

in the last six months. The question is given four options to choose from, which includes “do not

know” if the subject in unaware of a change in alcohol consumption patterns among their friends.

The question will help the health educators clarify if the subject is well aware of their friends’

alcohol intake and whether a possible increase of their drinking poses a problem. The health

educators will be determining the variance between each answer by calculating their percentages

overall and among genders.

Item five on the survey asks about a transformation in the friendship due to alcohol

consumption. It was designed as a follow-up to the previous question and includes four choices:

Yes, no, does not apply and do not know. The question was chosen to better understand if the


participant has an awareness that the relationship with their friends has changed because of

alcohol. The health educators will be evaluating each answer by calculating the general

percentage of the responses.

The sixth item on the survey asks the subject if they believe any of their friends have a

drinking problem. The question was designed to have the subject admit their concern for their

friends and whether they admit to knowing or not. The question includes three choices to choose

from, including “do not know” if the subject is unaware of what signs or symptoms may point to

drinking problem. The health educators will determine the variation of each answer by assessing

its percentages.

Item seven on the survey asks the subject if any friends have gotten into trouble due to

drinking alcohol. This question was included to identify if alcohol consumption resulted in any

negative consequences. The question was originally used on the health education website from

Brown University (Brown University, 2011) and was sampled for the survey. The subject is

given three answers to choose from, including “does not apply” if the friends of the subject do

not drink. The health educators will be analyzing percentages for each answer given to see if

there is a difference among gender and age groups.

The eighth item asks the subject if they ever had to take care of a friend because of their

alcohol use. The question was included to determine if any friends of the subject had consumed

enough alcohol to the point where they were unable to care for themselves. The question was

also used on the health education website from Brown University and was sampled for the

survey. The subject is given three answers to choose from, similar to the choices given in the


previous question. The health educators will be calculating percentages of each answer to

determine if there is a significant difference between the genders.

Item nine on the survey asks the subject if they would seek advice or help if any of their

friends had a drinking problem. The question was developed to determine if the subject would

seek outside help for the sake of their friends if they had a drinking problem. The question has

three answers to choose from, which includes the “does not apply” option. The health educators

will be breaking down the answers by gender and report if there is any substantial difference in

their responses.

The tenth item asks the subject if they would put the blame on themselves for their

friends drinking problem. The question was created to better understand how the subject

perceives the problem and whether they take the blame for a problem that was not their fault.

The question is accompanied by three answers to choose from. The health educators will be

analyzing the percentages of each answer given and clarify if there is an ample difference

between males and females and age groups.

The eleventh item asks the subject how confident they feel when it comes to approaching

their friends about their drinking problem. The question was devised to better understand the

self-confidence of the subject and if they feel they are emotionally equipped to confront their

friends. A Likert Scale of one to seven (one being not confident and seven being very confident)

was used to measure the confidence the subject has in regards to confronting their friends. The

health educators will be analyzing the answers by determining whether the subject feels closer to

feeling not confident, somewhat confident and very confident by calculating the percentages for

each response represented.


The twelfth and final item on the survey is knowledge-based and asks the subject if they

are aware of behavioral symptoms relevant to alcoholism. The question was included to measure

the current knowledge of the subject regarding behavior and alcoholism. The question is

multiple-choice, with five possible answers. The health educators will calculate percentages of

each answer given and break it down regarding gender.

C. Instrument Protocol

The protocol played an important role before administering the questionnaire. It

contained directions on how to administer the survey. It can be found on Appendix B. The

purpose of the protocol is to maintain consistency among the health educators when distributing

the questionnaire. By following the same instructions, it will decrease any bias that may occur.

The protocol consisted of five instructions.

The first instruction described how the health educators will administer the survey. The

health educators distributed the needs assessment survey in two different classes. One class was

a general education class that included a variety of majors and different age ranges. The second

class that the health educators administered the survey was a Public Health class. Although it is

a Public Health class, the topic, how to approach a friend with a drinking problem, is not

necessarily taught in class. In other words, administering the survey in the Public Health class

will not cause any bias to the data.

The second direction was to inform the subjects that the health educators are from the

Public Health 133 (PH 133) class. Plus, the health educators let the subjects know that the

purpose of the survey is for a senior project that is being conducted in PH 133. Basically, the


health educators do researches, collect data, analyze the data, and will present the findings at the

Wellness Fair.

The third direction is to let the subjects know that the survey is optional. By making the

questionnaire optional, the subjects are willing to be open with their answers. On the other hand,

mandatory survey may cause the subjects to not be open with their answers if they do not want to

do the survey. Other than that, the fourth instruction is to remind the subjects to not put their

names on the survey because it is confidential. By having the survey confidential, the subjects

will be more likely to do the survey because the health educators cannot link it back to a specific

subject.

The last instruction from the protocol is to inform the subjects when the Wellness Fair

will take place. The health educators included the date, time and location of the fair on the

protocol. By including the information on the protocol, it will ensure that the health educators

state the correct information to the subjects. Having it incorrect will decrease attendance at the

fair. As stated earlier, the fair will take place on November 15, 2011 from 11 a.m. to 2 p.m. at

the Residence Dining Hall. The Wellness Fair takes place every semester. Anyone is welcome

to attend the event and there is no entrance fee.

Based on that, by following all the instructions, there will be less mistakes occurring.

The health educators that administered the needs assessment survey will have been consistent

with each other. If the health educators are inconsistent with how the survey is administered, it

can affect the data. Therefore, it is important to distribute the questionnaire properly to minimize

any bias data.


D. Pilot Testing and Revision of the Instrument

During the group’s pilot testing, the health educators were given advice on what should

be in the correct form and what not to include. The instrument that was being used during the

presentation was the protocol and survey. The questions that were pointed out to the health

educators on the protocol were: What is it that the group is going to administer? In response, the

health educators are going to administer the survey during classes such as those that are Public

Health and general education courses.

As for the survey, the health educators were told to change the questions to being plural.

The questions were changed; a few questions were not the same as that compared to the first

survey presented in the health education session. The first item on the survey that was conducted

during the health education session was change to two parts on the revised survey, Gender and

Age. Item one on the survey during the pilot testing, on revised survey item three, instead of Yes,

No or Does not apply, was changed to adding the following amounts: 3x a week, Twice a week,

Once a week, etc. Lastly, item four was to be change from Do not know to Does not apply.

E. Instrument Administration

The health educators were able to administer the two Pubic Health and general education

courses. The health educators administered the surveys to a Public Health course on Tuesday,

October 18, 2011; the general education course on Thursday, October 20, 2011. The health

educators were able to collect a total of 69 surveys consisting of both females and males

together. The subject did not respond to any difficulties on the survey. As far as the results

goes, the health educators were able to get a great amount of percentage as to what was

predicted.


F. Results and Their Implications

The survey was administered to two classes on the Fresno State campus. The results

from the survey will help us better understand the needs of the target population, as well as

address them properly. We collected a total of 69 surveys, which consisted of 22 males and 47

females. Taking the results from the survey, we will be able to comprehend the current

knowledge on alcohol awareness among the target population. The outcomes of each article are

discussed below.

Item one on the survey was on gender. The results on item one returned with 69% of the

participants being female. The findings reflected the target population at Fresno State, which has

a dominant population of females. The results from item one were also used to analyze differing

answers on other questions that were part of the survey and determine if there are any significant

variations.

The second item was based on age groups. A majority of the target population fell under

the age group of 21-24 (56%), which was followed by the age bracket of 17-20 (35%). The

findings verify that the target population is being represented. The results of the second question

will also be used to examine any varying results between the remaining questions.

The third item pertains to how often the friends of the subject drink. Of the 69

participants, 33% reported that their friends drink once a week, while 21% say that drinking

among their friends happens twice a week and 18% say their friends drink at least three times a

week. Overall, a majority of the results show that the participants have friends that engage in

drinking at least once a week. Figure 1 further illustrates the results reported.


Figure 1

Item four identified whether the participant believes their friends have increased their

alcohol intake in the last six months. Of those surveyed, 48% believed that their friends have

increased their alcohol consumption. In Figure 2, the responses by gender are broken down. For

the male participants, 68% reported that they have seen an increase in alcohol consumption

among their friends in the last six months whereas only 40% of the female subjects reported that

they have seen an increase.

Item five discusses whether the friendship has changed due to their friends drinking. Of

those surveyed 47% said that their friendship has not changed, whereas 19% say that their

friendship has changed due to alcohol consumption. Since a bulk of the subjects say that their

friendship has gone unchanged among any of their friends, it does not mean that none of their

friends have an issue with alcohol dependency. Figure 2 further illustrates the responses. For

those who responded that a change in friendship does not apply to them, it could mean that they

do not consider some of their friendships at risk.

18%

21%

33%

10%

10%

8%

Friends O*en Drink?

3x or more/week

Twice/week

Once/week

Once/Month

Does Not Apply

Do Not Know


Figure 2

The sixth question on the survey was in relation to whether the subject believed if any of

their friends had a drinking problem. The survey results showed that 53% of the respondents

believed that none of their friends have a drinking problem. However, in comparison to item

four in which 48% said that their friends increased their alcohol intake, it demonstrates that the

subject may be unaware of a possible drinking problem or does not know the signs or behavioral

symptoms associated with a developing drinking problem.

Item seven asks the subject if there was any trouble associated with any of their friends

when they drank alcohol. From the results, 53% reported that there hasn’t been any trouble

when their friends drink in comparison to the 41% who report that their friends have gotten in

trouble as a result from drinking. Although more than half of the participants report no trouble

among their friends due to drinking, it does not indicate that any of their friends are resistant to

developing a dependence on alcohol. Breaking down the results by gender, 55% of the male

participants reported that their friends have gotten into trouble. However for the females, 58%

reported that there has not been any trouble when their friends drink.

19%

47%

27%

7%

Change in Friendship

Yes

No

Does Not Apply

Do Not Know


The eighth item on the survey asks the subject if they had to ever take care of any of their

friends due to their alcohol consumption. Of those surveyed, 59% said they had to take of their

friends after they had been drinking. By gender, 59% of the male participants and 62% of the

female subjects reported to having to take care of a friend due to their heavy drinking activity.

As illustrated in Figure 3, the gender responses are broken down.

Figure 3

The ninth question asks the subject if they would seek any advice or help if any of their

friends had a drinking problem. Of those surveyed, 77% reported that they would see help in

regards to any of their friends having a drinking problem. Figure 4 illustrates the responses

when broken down by gender. There seems to be no significant variance between the genders

and their responses. For those who reported that they would seek help for their friends, it

demonstrates that if necessary, they would like to gather the proper information and approach

when it comes to a problem such as alcohol dependency.

0%

10%

20%

30%

40%

50%

60%

70%

Yes No Does Not Apply

Males

Females


Figure 4

Item ten relates to whether the subject blames him/herself for a drinking problem that

their friends may have. Those who do not blame themselves made up 90% of the participants,

whereas 4% of the survey takers said they would take the blame for a friend’s drinking problem.

These results show that a majority of those surveyed know that if any of their friends had a

drinking problem, they are not at fault. However, although a small percentage reported that they

would be responsible for any of their friends having a drinking problem, we must address this

issue and help them understand that they are not to blame.

The eleventh item asks the subject to rate their comfort level if they were to approach any

of their friends about a drinking problem. There was equal distribution ranging from somewhat

comfortable to very comfortable as shown in Figure 5. Of those who were surveyed, 21% said

that they would be somewhat comfortable approaching any of their friends about a possible

drinking problem. From these results, we can deduce that a majority of the participants don’t

have a problem when approaching a friend. However, it is also fair to say that not all the

participants have experienced confronting any of their friends about a potential drinking

problem.

0%

20%

40%

60%

80%

100%

Yes No Does Not Apply

Males

Females


Figure 5

The last item on the survey is knowledge based. It is a question regarding what

behavioral symptoms of alcoholism may include. Of those surveyed, 87% chose the correct

answer, which includes denying a drinking problem and alcohol becoming a top priority. It is

our job as health educators to emphasize the importance of the behavioral symptoms that anyone

may pose if they are dependent on alcohol. Although a majority of the participants did answer

correctly, we must make a point to specify that identifying changes in behavior is imperative to

address a possible problem.

After analyzing the results of the survey, we can infer a few things about the target

population surveyed. For item nine of the survey, it is possible that the subjects who responded

that they would not seek help or advice if a drinking problem was evident may not know how to

approach the possible problem in the first place. It is also likely that the subjects refuse to insert

themselves into the situation because they might think someone else will take care of the

problem. As health educators, it is critical that we inform the target population that the issue of

1% 2%

11%

21%

12% 29%

24%

Confidence Level Confron:ng a Friend

1-‐Not Confident

2

3

4-‐Somewhat Confident

5

6

7-‐Very Confident


alcoholism needs to be taken seriously and that sometimes matters need to be taken care of right

away.

What the health educators also need to address is topic of responsibility. Although there

was a small percentage who believed that they would be to blame for a friend’s drinking

problem, it is still crucial to educate them on the difference between helping and being held

accountable. It seems as if a few of the participants are unaware that it is not their responsibility

to assist a friend when it comes to having a problem with alcohol, but to do what they can to

bring the issue to attention. Ultimately, it is the friend who must take control, and with help they

can overcome their addiction.

The health educators plan to address the behavioral and physical symptoms of a drinking

problem. By doing this, the target population will know what to look for if they believe any of

their friends suffer from a drinking problem. The health educators will also present guidelines

on how to approach a friend, as well as what not to do. By providing this information, the target

population will have the correct steps at hand on what to do, as well as steer clear of what not do

to make the potential confrontation less hostile.

IV. Project Development and Implementation

A. Goals and Objectives

The goal of the “Friends with Benefits” exhibit was designed to inform Fresno State

students from ages 17-25 on how to approach someone with a drinking problem. The goal was

for participants to become informed and educated on the behavioral and physical symptoms of

someone who has a drinking problem and proper steps to take when talking to them about it.


Objective 1

After reviewing the poster board provided by the health educators, at least 80% of the

participants will be able to correctly identify two guidelines on how to approach someone who

may be alcohol dependent on the post-test.

Objective 2

After reviewing the material presented on the poster board, at least 80% of the

participants will be able to identify denial as the most common behavioral symptom among those

who are alcohol dependent on the post-test.

Objective 3

After reviewing the material presented on the poster board, at least 80% of the

participants will be able to identify that talking to someone when they are sober is the best way

to talk to them on the post-test.

Objective 4

After playing the “Like My Status” game, at least 80% of the participants will be able to

specify on the post-test at least 3 physical symptoms associated with alcohol dependency.

B. Development of the Wellness Fair Exhibit

The health educators developed the Wellness Fair Exhibit for 17-25 year old Fresno State

students about how to approach a friend with a drinking problem. The exhibit was created to

give students information on how to approach a friend with a drinking problem and what

behavioral and physical symptoms they can look for. The information was presented in a way


that will allure the target population in a clear and presentable fashion so that the information

may be easily retained. The exhibit will contain educational information as well as be

interactive. The participant will first be informed by a small yet informative lecture and be able

to test their knowledge using the activity planned. The following goes more in depth as to what

the health educators have developed for the program.

1. Sources of Information

There were several sources used to develop the program “Friends with Benefits.” The

information covered included results from the survey conducted on-campus at Fresno State,

behavioral symptoms, physical symptoms and guidelines on how to approach a friend with a

drinking problem. Information from each topic was gathered from the sources below.

Talking to a Friend about Drinking or Drug Use

(http://brown.edu/Student_Services/Health_Services/Health_Education/alcohol,_tobacco,_&_oth

er_drugs/how_to_help_a_friend.php) had helpful guidelines on what to do and what not to do

when talking to a friend about their drinking problem. The information was used to develop a

section on the poster board about the proper way to approach a friend and for the game “Like My

Status.”

The National Institute on Alcohol Abuse and Alcoholism

(http://www.niaaa.nih.gov/FAQs/General-English/Pages/default.aspx#help) had plenty of

questions that may come up if a friend has an alcohol dependency issue. What was taken from

the website was additional information on how to approach a friend, namely emphasizing the


topics to stick to when confronting a friend. This information was used for the poster board

provided by the health educators.

The topic of alcoholism and alcohol abuse provided by Help Guide

(http://helpguide.org/mental/alcohol_abuse_alcoholism_sign_effects_treatment.html) had

information regarding the physical and behavioral symptoms of someone who is alcohol

dependent. The information from this website was mainly used for the poster board presented by

the health educators, as well as for the game “Like My Status.”

2. Topics Selected

The health educators covered three topics for the exhibit: Behavior symptoms, physical

symptoms and proper guidelines on approaching a friend. These topics were selected based on

the results from the needs assessment. The health educators planned to address these topics with

a small lecture, poster board presentation, brochures and an activity.

3. Interactive Design and Educational Strategies

The poster board presentation will be used as a guide for the small lecture to provide

educational information on the three topics and will be conducted by a health educator. The

purpose of the poster board is to provide the educational information visually and the small

lecture is meant to emphasize the importance of knowing the main points in relation to alcohol

dependence.

The health educators will also distribute informational brochures to the participants. The

purpose of the brochure is to provide the participant with additional information on how to help a


friend with a drinking problem, as well as other resources that can help. Most of the information

found on the poster board will be illustrated in the brochure.

The game, “Like My Status” is an activity that will test the participant on what they

learned from the information provided on the poster board and through the lecture. The game

will be conducted by a health educator. Each participant will have 15 seconds to select the paper

slips (statuses) that have a symptom or correct guideline when talking to a friend about their

drinking problem. There will be a total of five correct statuses out of fifteen to choose from.

The final portion of the exhibit is the post-test, which will be conducted by a health

educator. Pens will be provided for the post-test, in which the participant will answer five

questions that will measure the knowledge they have gained from the exhibit.

After the post-test, each participant will be able to enter a raffle to win two movie tickets.

In addition, an elastic bracelet will be given to them to remind them of what they learned and

take a self-pledge to help a friend or loved one with a drinking problem. The health educators

will thank the participant for visiting the exhibit and to share their knowledge with their friends.

C. Strategy for Project Implementation

As of November 9, 2011, the health educators will start to gather up all that is needed for

the Wellness Fair such as those that will go on display for the booth that day: Wristbands, raffle

tickets, container to put raffle tickets in, poster board, game, post-test, pens, brochures, a sign

and anything that correlates to their project. They will take time out of class to work on the

display board and sign that very same day. If it is not complete, they will use their outside time

to finish what is left to work on such tasks as making copies, cutting, pasting information onto

display board, etc.


Continuing the next day, Thursday, November 10, as the health educators had already

received many of their displays/accessories, they will continue where they left off that day/night

and talk about what needs to be done before the end of the week. They will also work on their

game that very same day and see how it will work if one was to play. Rules for the game will

also be created as well. Towards the end of the day, one of the health educators will go out and

make 200 copies of the post-test that they will be using towards the end of each presentation

using their outside time to do it; another will be responsible for the board and its information,

while the remaining health educator will gather brochures for the group.

By the end of the week, the health educators will keep in contact with one another to

make sure everything that is needed is ready. On Monday, November 14, the health educators

will meet up again to finish up anything that needs to be done and go over what will be presented

during the Wellness Fair.

V. Evaluation

The health educators got together to discuss the results of their exhibit. To measure the

effectiveness of their program, the health educators developed a post-test for participants to take

after they have read the provided pamphlets and facts on the poster board. The results were

tabulated to determine whether the health educators met their objectives with their exhibit and

whether things could be done differently to increase their respective results.

A. Description of Evaluation Method

The method that will be used to evaluate whether the public learned any information from

the booth will be a post-test. The test can be found on Appendix C. Basically, the post-test will

determine if the health educators have met their objectives. Once the post-tests have been


evaluated, if the percentages exceed the expectation, then the health educators have met the

objectives. However, if the percentages are lower, then the method used at the Wellness Fair

was not effective in presenting the information. Thus, in the future, the health educators would

have to adjust the presentation to make it more effective.

The post-test will contain five questions that will be based on knowledge. Questions one,

two and four indicate the guidelines on “how to approach a friend with a drinking problem.” The

three questions will be offered in a multiple-choice format. As for questions three and five, it will

measure the public's knowledge on the behavioral and physical symptoms of alcoholism.

Question three will be in multiple-choice format and question five will be in list-form where the

individual can place a check mark next to multiple choices.

B. Results and Their Implications

During the Wellness Fair, the health educators were able to collect 98 post-tests from the

participants. Of the 98 post-tests collected, three were incorrectly completed and the health

educators have decided to omit them from the final results. The 95 post-tests that remained were

used to calculate percentages of the results to each question.

Questions one and two on the post-test each asks the participant what is one guideline

pertaining on how to approach a friend with a drinking problem. Figure 1 illustrates that 91% of

the participants answered the first question correctly and figure 2 illustrates that 99% of the

participants answered the second question correctly. The objective set by the health educators

was to get at least 80% of the participants to correctly identify two guidelines on approaching a

friend. The health educators surpassed their set mark for the post-test and have demonstrated

that they have met their first objective.


Figure 1

Figure 2

The third question on the post-test asks the participant what the most common behavioral

symptom is among those who may be alcohol dependent. Of the post-tests collected, 98% of the

participants correctly identified denial as the most common behavioral symptom. The health

educators set their second objective to be that 80% of the participants will be able to identify

91%

2%

7%

Guideline on How to Approach A Friend With a Drinking Problem

Focus on Consequences Accuse Friend of Problem Lecture Them on Actions

1%

99%

0%

Guideline (Ques:on Two) Badger Them There for Support Giving Up Talking


denial as the most common behavioral symptom. The health educators surpassed their mark and

met their second objective.

The fourth question on the post-test asks the participant what the best way is to confront

someone about their drinking problem. Out of the 95 post-tests used to calculate the results, 99%

identified the correct answer. The participants correctly chose that the best way to approach

someone about their alcohol dependence is when they are sober. The health educators set their

objective for 80% and have surpassed that mark. The health educators met their third objective.

The fifth question on the post-test asks the participant to identify three physical

symptoms on alcohol dependence. The health educators took the average of the three correct

answers to calculate their results. Out of the 95 post-tests, 88% correctly identified the three

physical symptoms of alcohol dependence. Shakiness, vomiting and anxiety are three of the

several physical symptoms in relation to alcohol dependence. On the next page, Figure 3 further

illustrates the results of each choice presented in the question. The health educators set their

objective for 80%. The health educators surpassed their goal and met their fourth objective.


Figure 3

Physical Symptoms of a Drinking Problem

It was apparent that the health educators have met all four of their objectives. The first

three objectives had results in the 90 percentile and the final question had results in the higher

end of the 80 percentile. All questions were knowledge based, gained through the pamphlets, the

small lecture and the poster board. The health educators could have focused a bit more on the

physical symptoms so that the results could have been higher just like the previous four

questions. Overall, the health educators are happy with the results of the post-test.

VI. Discussion

A. Overview of the Project

The development of the project took time and dedication from the three health educators

involved. There were different points throughout the project where the health educators had to

overcome small details in order to make the project work to their advantage. From deciding

0 10 20 30 40 50 60 70 80 90

Shakiness

Anxiety

VomiUng

Rapid Blinking

HyperacUvity

Swollen Fingers


what to address to the Fresno State population, to how the exhibit would be presented the health

educators were determined to create and develop their project to the best of their abilities.

The health educators had to first determine what their health topic would be. The health

educators had different ideas ranging from nutrition to sexual activity. With the help of a health

educator mentor, the group decided to focus on the other side of alcoholism: How to approach a

friend who may suffer from it. Tackling something that is different from the topic of drinking

responsibly, the health educators did research on how informative it would be for college

students to know how to help someone with a drinking problem.

The health educators were able to collect various types of information pertaining to

approaching a friend with a drinking problem. Due to the conflicting schedules of each health

educator, emails were exchanged constantly to keep each other updated on progress and

completion of each deadline. Communication among the health educators has been key in

altering and completing assignments on time, as well as agreeing on the direction of the project.

The health educators distributed surveys for Fresno State students, ages 17-25, to take in

relation to the topic of a friend drinking. The survey measured the current understanding and

social environment of select Fresno State students. The results of the survey would help the

health educators determine what would need to be addressed at the Wellness Fair for fellow

students. At the Wellness Fair, the health educators shared information on behavioral and

physical symptoms to be aware of when a friend constantly drinks, as well as the proper

guidelines and what not to do when they do approach a friend. The health educators stressed the

importance of being aware of a possible problem as well as worth of getting involved if needed.


B. Resources/Budget

In table one on the following page, it contains the general cost for the program, “How to

Approach a Friend with a Drinking Problem.” The table was divided into three sections, such as

the art supplies, incentives, and the booth supplies. Below the three sections will include the total

cost for all of the items. The costs that were not included in the table are the personnel cost and

the travel cost, which is included in the budget justification following the table one.


Table 1

Budget

Art Supplies Quantity Cost Markers 1 package Donation Scissors 2 Donation Glue 2 $1.99 Tape 1 Donation Butcher paper 10 feet long Donation Construction paper 1 package $1.99 Poster Board 1 $4.99 Pen 2 package $1.94 Ink 1 package $12.99 Staples 2 $4.99 Printing paper 1 package $3.99 Incentives Wrist Bands 300 $81.99 Movie Tickets 2 Donation Booth Supplies Balloons 6 Donation Tablecloth 1 Donation Basket 1 $10.99 Index Cards 1 package $1.49 Velcro 1 package $2.79 Felt 2 pieces $0.58 Raffle container 1 Donation Shirts 3 $67.50 Clipboard 3 $6.87 Plastic bags 5 packages Donation Brochure/Bookmarks 275 Donation Total cost $205.09


I. Personnel Cost

Health Educators: There were three health educators that received $14.00 per hour

during the Wellness Fair and including other labor hours before the fair. Some of the labor hours

included: going to the store for supplies, making the banner, and making copies. The health

educators worked three hours at the Wellness Fair and four hours working on the banner, poster

boards, and getting supplies.

Health educator- 3 hrs x $14.00 = $42 x 3 health educator = $126

Outside labor- 4 hrs x $14 = $56 x 3 health educator = $168

Total cost- $294

II. Non-Personnel Cost

Supplies: Markers donated, scissors donated, glue $1.99, tape donated, butcher paper

donated, construction paper $1.99, poster board $4.99, pen $1.94, ink $12.99, staple $4.99,

printing paper $3.99, tablecloth donated, baskets $10.99, balloons donated, index cards $1.49,

velcro $2.79, felt 2 @ $0.29 each= $0.58, raffle container donated, shirts 3 @ $22.50 each=

$67.50, clipboards $6.87, survey copies $7.25, plastic bags donated, and brochures/bookmarks

donated.

Total cost: $130.35

Participation Incentives: 2 movie tickets donated and wrist bands 300 = $81.99.

Travel: This included the travel to the store to buy the supplies and to school.

Total travel: 100 miles @ $0.55= $50.00


C. Shortfalls

Looking back at the Wellness Fair, there were a few things that the health educators

could have done prior to their presentation and display of their booth. If the health educators

were given another chance to repeat, they would have used their time wisely and look deeper

into more information or brochures pertaining to their topics and share it with their

visitors/participants. The health educators were not able to get as many brochures as they wished

for, although they did receive a huge amount of other items that were helpful with their

presentation and for participants who stopped by.

Another thing that the health educators could have done is taking the professor’s advice

in talking to the Coordinator of Health Promotion and Wellness Services at California State

University of Fresno, Health Center. The health educators were told that the coordinator

previously had a group who worked on this very same topic as the health educators did and can

possibly share some of their information to the health educators. However, the health educators

took the advice, but because the coordinator was not there at her office when the health educators

visited, they stopped contacting the coordinator due to not having much time.

Lastly, what the health educators could have taken into consideration is a rule on “how to

play the health educator’s game” and the game cards alone. The game was basically pick six of

the correct ones out of twelve cards consisting of behavioral/physical symptoms and right ways

to approach a friend with a drinking problem. It became a little bit confusing to its participants

as they stopped by to play the game. Since the answers were a bit almost so true, and/or probably

because they did not understand some of the meanings put on the card for example, “enabler.”


Not many knew what an enabler was until the health educator pointed out its meaning in which

that was one of the health educator’s correct answers.

D. Successes

What stood out from the health educators’ exhibit were the displays that the health

educators have spent their time wisely on the many days before and the morning of the health

fair. The design of the board, table, poster, shirts, bracelets, game (Like My Status), etc.;

basically the whole theme color stood out very nicely. Everything on display was red because of

the color of alcohol awareness.

One of the most attractive, eye-catching visuals that had many visitors/participants

standing around staring for a long time was the health educators’ poster. That part was a huge

success! Mainly because the heath educators name was Friends with Benefits and the theme was

set around Facebook with its status as the health educators’ project topic, How to Approach a

Friend with a Drinking Problem.

Instead of giving away candies as a gift, the health educators had red bracelets that say,

Friends with Benefits on one side, and Alcohol Awareness on the other, packed with

informational cards donated by the Health Center. The packages were placed in a basket which

was also presented nicely on the display table.

In the health educators group, they were assigned to a task: One does the explanation of

the topic/project, another one does the game while the remaining educator passes out the post-

test to its participants. But because the health fair became so packed and as one visitor stops by,

a whole group comes along. Since the health educator could not present the poster alone and

unable to get to the next visitor in a timely manner, the other health educators went along and


did whatever job they needed to do so that the participant would not look out of place just

standing around. The health educators did well on that, working together to achieve the same

goal.

E. What the Team Learned from the Project

From this project, the health educators learned a lot from the experience and from each

other. The team gained experience when it came to administering questionnaires, collecting data

and analyzing results from both sets of surveys. The team also learned the importance of

incentives, especially among college students. Not only did the team have the chance to

experience what it was like developing an exhibit to share with the public, but the team also

learned about the topic itself. In the beginning, each member had an interest in the topic of

alcohol, but had an even better interest on how to address the problem of alcohol dependency.

The health educators themselves learned about the different guidelines and available online help

when it comes to approaching a friend about a drinking problem. Besides a successful project,

the team also developed friendships among each other, learning about one another and working

to collaborate with all the different ideas shared.

F. What Individual Team Members Learned from the Project

Xua Lee

Throughout this whole project, I have learned that teamwork is a critical part of the

project. There were many parts to the project that requires the distribution of parts to everyone

in the group. Working on the project individually would require too much work on that person.

When it came to the Wellness Fair, it takes a group to run the booth. If one person ran the booth,

he or she will not be able to educate every student that stops by.


Furthermore, I had a good experience with the Wellness Fair. At first, I was not sure how

to attract students to our booth. Since I was in charge of the game, I would ask students if they

wanted to play a game and that actually drove them in to our booth. I was nervous when I was

talking to the students, however after a while I got into the rhythm of being a health educator.

Although I was not the kind of person who can socialize easily, I was able to educate the

students.

Overall, it was a challenge being a health educator. A health educator has to be able to

socialize with strangers and educate on the health issue. Plus, I had a good experience at the

“Wellness Fair.” My group and I were able to handle the rush at our booth and educate as many

students as we can. I felt that we made a difference and got out the information to the students. It

takes a team to make a project work.

Michelle Marinas

This was honestly the first group project I ever had to experience where each member

was an integral contributor to whether the outcome would be a success or not. The teamwork

and collaboration of each member of the group has proven to be great definers of the success of

our project, as well as the relationships we developed with each other. By working together and

sharing responsibilities, it was hard to imagine just one person doing all the work.

I learned just how important the small things were to create a big project. If we didn’t get

one thing done, we could not go on to the next part of our exhibit development. When the day of

the Wellness Fair came, I was more than happy that our hard work for the last three months was

about to be displayed. I was nervous that there would not be a lot of people since our exhibit

was located toward the end of the building. I was also concerned about how I would approach


and educate students on our topic. However, once we had visitors come to our booth and ask

questions, I found it easier to get into the groove of informing students about the importance of

identifying a friend with a drinking problem. I learned that there were a lot of students who were

concerned as to how to approach a friend with a drinking problem and by providing them with

information, they had an idea of how to address the problem to their friend.

I absolutely enjoyed this class, despite being fearful of how much work it would be.

Completing the necessary tasks was easy once we got started and I am so proud of the hard work

the group and I had put in. It was amazing to experience the different stages of program

development and this group project will certainly be helpful to me in the future.

Bao Moua

I started out nervous about the course because of the many stories I heard. I have friends,

professors and classmates who told me that this is one hard course because of the many pages of

essays that students are required to do, and a presentation for the Wellness fair. I was more

nervous about the presentation at the Wellness fair because I am not a public speaker and I do

not explain my project well to others. However, I never thought this day would come, and it did!

I am done with this course feeling awesome because of how much I did not know of this project

in the beginning to so much knowledge of the topic itself and how to apply this into a health

problem that many of us should know about. I did not only learn how to apply these, but also

being able to have such great support from these girls in the group has made me such a stronger

person.

My group and I first started out with four people in the group, but one has left us because

she was moving away. I was a bit concerned because of the load of work that we will be splitting


up between the three of us, and that it was going to be too much for each of us to do. However,

we were able to pull it through. We were so supportive on each other’s part and it did not matter

anymore if it was a load of work that we had to do. The first report was not as bad for me, but the

second one got me badly although I had a small part to work on. I had a hard time understanding

what it was expecting, but because we worked in groups, having partners makes it so much

easier to understand. I did not have to postpone my part as all went smoothly like the first report

did.

The project alone has given me the strength to gain experience and made me feel

comfortable in presenting myself to others as a health educator would do. I gain more knowledge

and hands-on experience on how to implement a program, the process of it, researching the topic,

designing instruments that will be useful and going about spreading the words to people of the

community. We care for people’s health and we want to prevent things from happening in the

first place.

After finishing up with this course, I do not see myself in this position mainly because a

health educator’s job is to come up with programs and help spread the words to the community.

And in order to spread the words to the community, you must have a complete program and

present yourself to the public (at least that is what I think); and that is not me. I can never do that.

It is a lot of work implementing a program. I want to be able to work in a place where projects

are not a big issue. I am not a big fan of speeches so I would rather prefer a face-to-face

interacting where I can help people’s need.

Overall, I had so much fun working on this project. It was all worth the hard work that

was put onto this successful project. The Wellness Fair was so much fun. I never thought I would


be able to present myself there, but it was a great first experience of my life. I would not mind

participating in another one.


References

Abadinsky, H. (2008). Drug Use and Abuse: A Comprehensive Introduction. Belmont, CA:

Thomson Higher Education.

Bowles Center for Alcohol Studies: University of North Carolina at Chapel Hill. (2010).

Retrieved September 26, 2011 from

http://www.med.unc.edu/alcohol/prevention/signs.html

Campus Alcohol Abuse Prevention Center, (2006). Retrieved October 1, 2011, from

http://www.alcohol.vt.edu/CAAPC/index.htm

Centers for Disease Control and Prevention. (2011). Retrieved September 23, 2011, from

http://www.cdc.gov/alcohol/

Century Council. (2011). Retrieved September 23, 2011 from

http://www.centurycouncil.org/learn-the-facts/statefacts

College Parents of America. (2011). Retrieved September 6, 2011 from

http://www.collegeparents.org/members/resources/articles/student-statistics-alcohol-

consumption-and-abuse

Fresno State News. (2011). Retrieved September 30, 2011, from

http://www.fresnostatenews.com/2011/08/fresno-state-welcomes-21655-students-

largestfreshman-class/

Help Guide. (2011). Retrieved September 29, 2011, from http://helpguide.org/mental/

alcohol_abuse_alcoholism_signs_effects_treatment.htm


Hingson, R.W. (2002). Magnitude of Alcohol-Related Mortality and Morbidity Among U.S.

College Students Ages 18-24. Retrieved from

http://www.collegedrinkingprevention.gov/media/Journal/136-Hingson.sep.pdf

Kinney, J. (2009). Loosening the Grip: A Handbook of Alcohol Information. New York, NY:

The McGraw-Hill Companies.

National Institute of Alcohol Abuse and Alcoholism. (2007). Retrieved September 7, 2011,

from http://www.niaaa.nih.gov/FAQs/General-English/Pages/default.aspx

National Institute of Health. (2011). Retrieved September 1, 2011, from

http://www.nlm.nih.gov/medlineplus/ency/article/000944.htm

Phoenix House,. (2011). Retrieved September 30, 2011, from

http://www.factsontap.org/index.htm

Roizen, R. (2008). The American Discovery of Alcoholism 1933-1939. Retrieved September

23, 2011 from http://www.oralchelation.net/heartdisease/ChapterFive/page5j.htm

School of Education. (2011). Retrieved September 23, 2011, from http://education.wm.

edu/announcements/inthenews/gressard.php

Student Health Services. (2007). Retrieved September 4, 2011, from http://www.csu

fresno.edu/health/index.shtml

Tyler, J. (2011). “Wellness Fair highlights multiple health options.” [Electronic Version]. The

Collegian.


University of Maryland Medical Center. (2011). Retrieved September 6, 2011, from

http://www.umm.edu/altmed/articles/alcoholism-000002.htm

Xu, J., Kochanek K., Murphy S. & Tejada-Vera B. (2010). Deaths: Final Data 2007. Retrieved

from http://www.cdc.gov/nchs/data/nvsr/nvsr58/nvsr58_19.pdf


APPENDIX A

Survey

“How to approach a friend with a drinking problem.”

Directions: Please do not put your name on the survey. Circle your response. Please answer as openly as possible. We thank you for your participation.

1. Sex: M__ F__

2. Age: 17-20 __ 21-24 __ 25-28 __ 29+__

3. How often do most of your friends drink?

3x’s a week/or more 2x’s a week Once a week Once a month Does not apply Don't know

4. Do you have any friends whose alcohol consumption has increased within the last 6 months?

Yes No Does not apply Don't know

5.If so, has your relationship changed due to your friend’s increased drinking?

Yes No Does not apply Don't know

6. Do you think that any of your friends have a drinking problem? Yes/ No/ Don't know

*7. Have any of your friends ever been in trouble because of their drinking? Yes/ No/ Does not apply

*8. Have you ever had to take care of a friend because of their alcohol use/abuse? Yes/ No/ Does not apply

9. Would you seek advice/help if any of your friends had a drinking problem? Yes/ No/ Does not apply

10. Would you blame yourself for a friend’s drinking problem? Yes/ No/ Does not apply

11. Where is your comfort/confidence level regarding approaching a friend with a drinking problem?

1 2 3 4 5 6 7

Not confident Somewhat confident Very confident

12. Behavioral symptoms of alcoholism include:

A. Denying a drinking problem D. Both A&B

B. Alcohol becomes top priority E. All the above

C. Spending time with non-drinkers


APPENDIX B

Protocol

1. We will administer the survey during class, such as General Education class and Public Health class.

2. We will let the participants know that we are Public Health students from PH 133 and the purpose of the survey is for our senior project.

3. We will let the participants know that the survey is optional.

4. We will remind the participants to not put their names on the survey because it is confidential.

5. We will inform the participants about the “Wellness Fair” that will take place on November 15, 2011 from 11 a.m. to 2 p.m. at the Residence Dining Hall.


APPENDIX C

Post-Test

1. One guideline on how to approach a friend with a drinking problem is: A. Focus on the consequences B. Accuse them of their drinking problem C. Lecture them on their actions

2. One guideline on how to approach a friend with a drinking problem is: A. Badger them until they stop drinking B. Let them know you are available for support C. Give up talking when they seem to understand

3. The most common behavioral symptoms found in someone who is alcohol dependent is: A. Denying that there is a problem B. Sharing their drinks with people around them C. Spending all their time with non-alcoholics

4. The best way to confront someone about their alcohol dependence is: A. While they are drinking B. Right before they go to bed C. When they are sober

5. Specify the physical symptoms of alcoholism from the following (there are 3): __ Shakiness __ Anxiety __ Rapid Blinking __ Hyperactivity __ Vomiting __ Swollen Fingers

Thank you for participating! J


APPENDIX D


APPENDIX E


APPENDIX F

PH 133 Final Report

Documents

Transcript of PH 133 Final Report