Sunday, February 20, 2011

Study skills - effective learning habits for students

study skills
Effective study skills are essential learning habits for students. Some students have a knack of learning much in a short time. Others study for hours without much progress. An important differentiating factor is the method of study. Effective study habits can be learned (Barry L. Richardson and Murray Saffran 1985, D F Alexander 1985). The good student must not rely on “study drugs” as these are associated with addiction, panic reactions, confusion, and medical complications including heart attack and stroke (Steve Sussman and colleagues, 2006).

Habit No 1: Apply book learning to daily life

Those who learn rapidly apply their imagination freely to their studies. They see that every subject of study deals with something vital in the affairs of the world, and probably of personal relevance.
Allow the knowledge you are acquiring to become an active part of your daily life, with some bearing on normal activities. Thinking about studies in this way will help build greater interest and also help you to understand and remember things better.

Habit No 2: Think of the long term reasons for studying

Imagine yourself as the CEO in a multinational company; as an internationally acclaimed designer; as an architect creating the perfect city, as the next software entrepreneur, or picture yourself as the valued management expert. Hold that image in your mind and add some detail to it every day.
Visualising these ultimate goals, will give you fresh energy to keep going, because whatever your dreams; your studies are a necessary step towards achieving them.
Many students don’t know what they want to do after their board or other graduation exams. I’ve found Aptitude Testing to be a great way to get them thinking and motivate them to study. Parents usually get this done after the exams. Aptitude assessment before the exams has the added advantages of motivation for study, as also reducing anxiety related to making career choices.

Habit No 3: Organise your work

Successful study is largely a matter of good organisation.
  • Establish a regular routine. As far as possible study at the same time and place each day. A quiet, well-lit room, free from distractions is best.
  • Work out a daily timetable, to guide your activities. Do not be over ambitious with your timetable. Keep it flexible and do not try to learn more than you can comfortably manage.
  • Begin your major assignments well in advance of the required finishing dates to avoid having to complete them in a rush.

Habit No 4: Follow good study technique

Effective learning habits also minimise test anxiety.
Make notes and underline key sentences. Notes should be brief and to the point. Let notes assist your memory, not replace it.
Concentration is a necessary study habit. Resolve, for instance, to study ten pages without a break and then relax. Break up the learning of a lengthy item into sections, concentrating on each separately.
Start at the appointed time everyday. Do not make excuses – ‘I have to get into the right mood’; ‘I’ll just watch TV for 5 more minutes’. Just plunge into your work.

Habit No 5: Enhance your Memory

Memory depends on association, attention and repetition.
  1. Association can be developed by deliberately setting out to form associations or links with given words or facts.
  2. Attention is necessary for registration in the mind. Attention comes from interest in the subject, exercising the brain on it, and by focusing on one’s work in as much detail as possible.
  3. Interest can be inculcated. The more you know about something, the more interesting it becomes.
  4. Develop understanding. It is easier to remember something that is clearly understood. Aids to understanding include a wide vocabulary, good command of language, wide reading and plenty of discussion.
  5. Repetition helps in fixing memory. It is most effective if interest and understanding are involved.

Habit No 6: Build a positive attitude

Think positively. Do not picture defeat, or failure. Use your imagination to dwell upon the positive aspects of life - happiness, hard work, success, health.
People who succeed in examinations begin by believing that they will succeed. Keep telling yourself you are certain to be successful when you do the required work.
Examinations are designed for the average student to pass and the outstanding student to get a distinction.
What thousands of ordinary people have done, YOU can certainly do.
References
  1. Barry L. Richardson and Murray Saffran. Effects of a Summer Preview Program of Study Skills and Basic Science Topics on the Academic Performance of Minority Students. J Natl Med Assoc. 1985 June; 77(6): 465–471. PMC
  2. D F Alexander. The effect of study skill training on learning disabled students' retelling of expository material. J Appl Behav Anal. 1985 Fall; 18(3): 263–267. doi: 10.1901/jaba.1985.18-263.PMC
  3. Steve Sussman, Mary Ann Pentz, Donna Spruijt-Metz, and Toby Miller. Misuse of "study drugs:" prevalence, consequences, and implications for policy. Subst Abuse Treat Prev Policy. 2006; 1: 15. Published online 2006 June 9. doi: 10.1186/1747-597X-1-15 PMC.



Teaching, Learning, Aptitude, student

Monday, February 7, 2011

Social Networking - Psychological Effects on Teenagers

Parents worry that social networks like Facebook could have harmful psychological effects on their children. They seek consultation for social network related behaviour of their teenagers when academic grades fall due to excessive time spent on Facebook, when the teenager is subjected to cyberstalking, or when they themselves are disturbed by the online self-profile of their child. What do we know about some of these social networking behaviours that bring parents and their children to the Clinic?

Friends, self-presentation and self-esteem

Posting a profile assists the teenager in gaining self-awareness. Becoming self-aware by viewing one's own Facebook profile enhances self-esteem (Gonzales and Hanock, 2010).

A larger number of Facebook friends and  an exaggerated positive self-presentation does enhance the teenager’s well-being. However this is not necessarily associated with a sense of belonging to a supportive group. A more honest self-presentation does increase happiness and is also grounded in social support provided by Facebook friends (Kim and Lee, 2010). However, adolescents having more than 300 FB friends have increased levels of cortisol, a stress hormone, that makes them prone to depression in later life (Morin-Major et al, 2016)

Children whose self-worth is based on public contingencies (others' approval, physical appearance, outdoing others in competition) indulge in more photo sharing. People whose self-worth is contingent on appearance have a higher intensity of online photo sharing. Those with private-based contingencies (academic competence, family love and support, being a virtuous or moral person, and God's love) spend less time online (Stefanone et al 2010).

Facebook vs face-face

Impressions formed from face-to-face interaction and from personal web pages generally correspond. So, people liked in face-to-face interaction are also liked on the basis of their Facebook pages. Whether online or offline, people who are socially expressive are liked. People who express themselves non-verbally though gestures and body language in face-to-face interaction are also expressive online. The same goes with self-disclosure - when there is more disclosure offline there is more disclosure on line (Weisbuch et al, 2009).

Facebook and WhatsApp mostly act as an extension of face-to-face interaction. However, some users do rely on Facebook and WhatsApp for interpersonal communication more than face-to-face interaction (Kujath 2010).

Predictors of excessive use

  • Extroverted and unconscientious individuals spend more time on social networking sites and their usage tends to be addictive (Wilson K et al, 2010).
  • Shy people  also like Facebook and spend more time on it. However, they have few Facebook "Friends” (Orr et al, 2009).
  • Narcissistic personalities also have high levels of online social activity. They are recognised online  by the quantity of their social interactions, their main photo self-promotion, and attractiveness of their main photo (Buffardi LE 2008, Mehdizadeh 2010).

Needs satisfied by Facebook

The four primary needs for participating in groups within Facebook are socialising, entertainment, self-status seeking, and information (Park et al 2009). The majority of students use friend-networking sites for just that - making new friends and locating and keeping in touch with old ones (Raacke and  Bonds-Raacke 2008).

Negative outcomes

Broad claims of unwanted sexual solicitation or harassment, associated with social networking sites may be unjustified. The risk of victimisation for a teenage is more likely through instant messaging (IM) and chat (Ybarra and Mitchell 2008).

Parental supervision is a key protective factor against adolescent risk-taking behavior
Unmonitored internet use may expose adolescents to risks such as cyberbullying, unwanted exposure to pornography, and revealing personal information to sexual predators  (Pujazon-Zazik and Park 2010).
References
  1. Buffardi LE, Campbell WK. Narcissism and social networking Web sites.Pers Soc Psychol Bull. 2008 Oct;34(10):1303-14. Epub 2008 Jul 3. PubMed
  2. Gonzales AL, Hancock JT. Mirror, Mirror on my Facebook Wall: Effects of Exposure to Facebook on Self-Esteem. Cyberpsychol Behav Soc Netw. 2010 Jun 24. [Epub ahead of print] PubMed
  3. Kim J, Lee JE. The Facebook Paths to Happiness: Effects of the Number of Facebook Friends and Self-Presentation on Subjective Well-Being. Cyberpsychol Behav Soc Netw. 2010 Nov 30. [Epub ahead of print]. PubMed
  4. Kujath CL. Facebook and MySpace: Complement or Substitute for Face-to-Face Interaction?
  5. Cyberpsychol Behav Soc Netw. 2010 Jun 24. [Epub ahead of print]. PubMed
  6. Mehdizadeh S. Self-presentation 2.0: narcissism and self-esteem on Facebook. Cyberpsychol Behav Soc Netw. 2010 Aug;13(4):357-64. PubMed
  7. Julie Katia Morin-Major, Marie-France Marin, Nadia Durand, Nathalie Wan, Robert-Paul Juster, Sonia J. Lupien. Facebook behaviors associated with diurnal cortisol in adolescents: Is befriending stressful? Psychoneuroendocrinology. 2016. 63: 238–246. 
  8. Orr ES, Sisic M, Ross C, Simmering MG, Arseneault JM, Orr RR. The influence of shyness on the use of Facebook in an undergraduate sample. Cyberpsychol Behav. 2009 Jun;12(3):337-40. PubMed
  9. Park N, Kee KF, Valenzuela S. Being immersed in social networking environment: Facebook groups, uses and gratifications, and social outcomes. Cyberpsychol Behav. 2009 Dec;12(6):729-33. PubMed
  10. Pujazon-Zazik M, Park MJ. To tweet, or not to tweet: gender differences and potential positive and negative health outcomes of adolescents' social internet use.Am J Mens Health. 2010 Mar;4(1):77-85..PubMed
  11. Raacke J, Bonds-Raacke J. MySpace and Facebook: applying the uses and gratifications theory to exploring friend-networking sites. Cyberpsychol Behav. 2008 Apr;11(2):169-74. PubMed
  12. Stefanone MA, Lackaff D, Rosen D. Contingencies of Self-Worth and Social-Networking-Site
  13. Behavior. Cyberpsychol Behav Soc Netw. 2010 Jun 24. [Epub ahead of print]. PubMed
  14. Weisbuch M, Ivcevic Z, Ambady N. On Being Liked on the Web and in the "Real World": Consistency in First Impressions across Personal Webpages and Spontaneous Behavior. J Exp Soc Psychol. 2009 May;45(3):573-576. PubMed
  15. Wilson K, Fornasier S, White KM. Psychological predictors of young adults' use of social networking sites. Cyberpsychol Behav Soc Netw. 2010 Apr;13(2):173-7. PubMed
  16. Ybarra ML, Mitchell KJ. How risky are social networking sites? A comparison of places online where youth sexual solicitation and harassment occurs. Pediatrics. 2008 Feb;121(2):e350-7. Epub 2008 Jan 28. PubMed

Sunday, January 30, 2011

How to stop copycat suicides in students

Over the last two months three teenage students from the same Pune school have died by copycat suicide. 'Copycat’ suicides are frequent among adolescents aged 15-19 years. They occur more often than expected by chance alone. There has been an increase in teenage clusters in more recent years (Gould et al1990).

copycat suicide

Patterns of ‘copycat’ suicide

There are two patterns of suicide clusters: point clusters, which are localised in both space and time (spatio-temporal), and mass clusters, which are localised in time only.

Point clusters

A point cluster is a temporary increase in the frequency of suicides within a small community or institution like a school or hospital. This differentiation is important as even limited resources can be effectively mobilised for prevention.

Mass cluster

A mass cluster is a temporary increase in the frequency of suicides within an entire population. Mass clusters are typically associated with high-profile celebrity suicides that are publicised and disseminated in the mass media. Prevention here is mainly by media restraint.

This article is concerned with point cluster copycat suicides that occur in schools.

Causes of ‘copycat’ suicide

Modelling

One of the causes of suicide is social learning. ‘Copycat’ suicides are caused at least in part by exposure to another individual's suicide and through the imitation of suicidal behaviour. Suicide modeling is a real phenomenon and there is ample evidence of its impact on suicide clusters (Mesoudi 2009, Insel and Gould 2003).

Homophily

Point clusters may also occur due to of homophily, the tendency for individuals with similiar interests and outlook to preferentially associate with one another. Students who are have poor academic performance, are delinquent or abuse drugs tend to associate together. These high-risk clusters may form suicide clusters due to each member's independently high risk of suicide (Joiner 1999).

Poverty

Community household poverty increases the risk of adolescent suicidal behavior. These communities place adolescents at a higher risk for associating with suicidal others. Adolescents brought up in poor communities would thus be subjected to the processes of both homophily and social modelling for suicide behaviour (Bernburg JG et al 2009 ).

Prevention of copycat suicide

One suicide in the school is tragic by itself. However, given the tendency for teenage suicides to occur in clusters urgent action needs to be taken to prevent further deaths. Successful suicide prevention programs have three general strategies - universal, selected and indicated. (Goldsmith et al 2002).

Universal approaches

These are strategies that target the entire school population. What the school does after the index suicide is important for prevention of point cluster suicides (Doan et al 2003). 
DO
  • Respond within 24 hours of the suicide
  • Show concern and empathy
  • Inform all staff members about the suicide and provide a debriefing session where staff may voice their concerns, apprehensions, and any questions they may have.
  • Inform school board members
  • Ensure all teachers announce the death of the student by suicide to their first class of the day
  • Provide counseling sites throughout the school for students
  • Assign a school liaison to handle all media inquiries in order to avoid sensationalistic stories concerning the suicide
  • Monitor the school’s emotional climate (Has there been an increase in fights or school delinquency following a death by suicide?).
  • Evaluate all activities done following a death by suicide (How did your school respond? What worked and what did not work?).
  • Utilize an established linkage system or community network in order to make referrals to the appropriate services as well to exchange information concerning the appropriate steps for treating those affected by the suicide.
  • Utilize an established school response crisis team, which should include a diverse group of school professionals, such as the principal, counselor, teacher and possibly the school nurse.
DON'T
A major aspect of preventing cluster suicides lies in not glamourising or memorialising the act in any way. This would include attention to points as below.
  • DON'T plant a tree or object in order to honor the student.
  • DON'T hold a memorial service for the student at the school.
  • DON'T describe in great detail the suicide (method or place).
  • DON'T dramatise the impact of suicide through descriptions and pictures of grieving relatives, teachers or classmates.
  • DON'T glamorise or sensationalise the suicide.

Selected approaches

Further specific strategies are for at-risk student groups. This would include screening and counselling of the student's known friends and group. Other at-risk children such as those with a previous history of attempted suicide, those known to have mood disorders, or substance use problems should also be specifically screened.

Indicated approaches

Students who show signs of suicidal potential should not be left alone. They should be given empathic support until they can be assessed by a psychiatrist, psychologist or counsellor and more definitive measures instituted. The signs of suicide potential include
  • statements about suicide or that things would be better if the student was dead
  • talking or writing about death, dying, or suicide

Every Pune school should have a mechanism in place to deal with the aftermath of student suicide to prevent copycat suicides in teenagers.

References
  1. Bernburg JG, Thorlindsson T, Sigfusdottir ID. The spreading of suicidal behavior: The contextual effect of community household poverty on adolescent suicidal behavior and the mediating role of suicide suggestion.Soc Sci Med. 2009 Jan;68(2):380-9. Epub 2008 Nov 18.
  2. Doan, J., Roggenbaum, S., & Lazear, K.J. (2003). Youth suicide prevention school-based guide (c/p/r/s)—Checklist 7a: Preparing for and responding to a death by suicide: Steps for responding. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute. (FMHI Series Publication #219-7a).
  3. Goldsmith SK, Pellmar TC, Kleinman AM, Bunney WE, eds. Reducing suicide: a national imperative. Washington, DC: National Academy Press; 2002.
  4. Insel BJ, Gould MS. Impact of modeling on adolescent suicidal behavior. Psychiatr Clin North Am. 2008 Jun;31(2):293-316.
  5. Joiner JTE. The clustering and contagion of suicide. Current Directions in Psychological Science. 1999;8:89–92
  6. Mesoudi A. The cultural dynamics of copycat suicide. PLoS One. 2009; 4(9): e7252. Published online 2009 September 30. doi: 10.1371/journal.pone.0007252.

Sunday, January 23, 2011

Manage exam stress: what Pune’s students need to do

St Germain's
Exams at St Germain's
Pune students need to differentiate true exam stress or test anxiety from rational test anxiety that occurs due to a lack of adequate preparation. Both conditions need to be addressed differently. True test anxiety is diagnosed when the student panics, "blanks out", or overreacts despite the following (Hanoski 2008):
  • there is enough time for studying
  • study strategies are adequate
  • attendance is regular
  • class material is understood

Managing rational test anxiety

(Morgan et al, 1986)
When there is adequate time for preparation effective learning habits minimise rational test anxiety.

Effective learning habits

We begin at this stage if the student comes to the clinic 6-8 weeks before the exams. Acquiring effective study skills is essential for all students.
  • Plan and stick to a study schedule. This simple yet crucial first step is often neglected.
  • Spend at least half the study time in elaborative rehearsal, thinking about what is being rehearsed and relating it to other things that are known or being learnt
  • Organise the study material to form retrieval cues or reminders for recall
  • Get feedback on how well things have been learnt and remembered
  • Review before the exam in the same way things were learnt in the first place. Focus the review on the type of exam.
  • Over learn the material. Go back and re-learn it after a few days.

Prior to the exam

 (University of Illinois)
These techniques are applied 1-2 weeks prior to the exam
  • Avoid "cramming" for a test
  • Combine all the information presented throughout the year. Work on mastering the main concepts.
  • Anticipate questions that may be asked and try to answer them by integrating ideas from lectures, notes, texts, and supplementary readings
  • Select important portions that can be covered well if you are unable to cover all the material given throughout the term, 
  • Set a goal of presenting knowledge of this information on the test.

True (Classic) Test Anxiety

True or classic test anxiety occurs despite effort to study and requires further measures. Again these measures vary as per the phase of the examination.

Pre-test

These measures can be instituted at any time prior to the exam and should become routine for all students.

Adopt a health-promoting lifestyle

Behavioural measures
  • Assertiveness - claim space and environment for study, study materials, access to experts
  • Time management - especially with a view to program adequate study hours by identifying periods in which time is spent on distractions
  • Recreation and social activities - essential for maintaining concentration, and motivation. Should be programmed daily in small quantities
Physical measures
  • Nutrition - don’t skip meals. Eat plenty of fruit and coloured vegetables
  • Exercise - the amount can be varied. Incorporate some stretching exercises and some aerobics like skipping or same place jogging.
  • Relaxation - use a muscle relaxation technique or any form of meditation that doesn't take more than a few minutes
  • Sleep hygiene - for adequate, predictable and refreshing sleep
Cognitive and emotional measures
  • Cognitive restructuring - see the exam as a means not an end. Keep in mind the ultimate goal you are working towards. This goal may differ from those of your parents and school. Aptitude testing, career guidance and counselling help match your expectations and capabilities with that of your family and school.
  • Stress inoculation - take regular mock exams under the same conditions as the actual test
  • Anxiety management techniques

Attention to practical aspects of the exam

  • Find out where the test is scheduled to take place and how long it will take to get there
  • Look at the buildingso that it feels more familiar.
  • Know the rules as to what can be taken into the exam room etc [28].

The Day of the Test

  • Begin the day with a moderate breakfast, avoid coffee
  • Do something relaxing the hour before the test
  • Plan to arrive at the test location early
  • Avoid classmates who generate anxiety

During the Test

There are basic test taking strategies and specific anxiety management techniques that the student needs to learn (Hinton and Casey 2006).
Before answering
  • Review the entire test and then read the directions twice.
  • Think of the test as an opportunity to show what you know then begin to organise time efficiently.
Focusing exercise
  • Take a deep breath. Look straight ahead at something inanimate (the wall, a picture, the clock)
  • Focus the mind on the positive thought 'I CAN DO this exam' while breathing out.
Do the easiest parts first
  • For essay questions start by constructing an outline.
  • For short-answer questions answer exactly what is asked.
  • If there is difficulty with an item involving a written response show some knowledge.
  • If proper terminology evades you show what you know with your own words.
  • For multiple choice questions read all the options first, then eliminate the most obvious. If unsure of the correct response rely on first impressions, then move on quickly. Be careful of qualifying words such as "only," "always," or "most."
Stick to time
  • Do not rush through the test.
  • Wear a watch and check it frequently
  • If it appears you will be unable to finish the entire test, concentrate on parts you can answer well.
Recheck your answers only if you have extra time - and only if you are not anxious.

Anxiety management techniques

Learn a few of these techniques and stick to the ones that suit you. Use them whenever you panic while studying or during the exam. If problems persist despite using these techniques there are safe and effective medications that can be used just prior to the exam.
Thought-stopping
  • Anxiety produces negative thoughts ('I can't answer anything', 'I'm going to panic' etc).
  • Halt the spiralling thoughts by mentally shouting 'STOP!' Or picture a road STOP sign, or traffic lights on red.
  • Once the thoughts are stopped continue planning, or practise a relaxation technique.
Mild pain
  • Pain effectively overrides all other thoughts and impulses.
  • Lightly press your fingernails into your palm
  • Place an elastic band around your wrist and snap it lightly
Use a mantra
  • A mantra is a self-repeated word or phrase.
  • Repeatedly say 'calm' or 'relax' your breath
Distraction
  • Distract attention from anxious thoughts and keep your mind busy
  • Look out of the window, count the number of people with spectacles
  • Count the number of desks in each row
  • Make words out of another word or title
Bridging objects
  • Carry something having positive associations with another person or place
  • Touching the bridging object is comforting
  • Allow a few minutes to think about the person
Self-talk
  • In exam anxiety or panic there are often negative messages, 'I can't do this' 'I'm going to fail' 'I'm useless'. Consciously replace these with pre-rehearsed positive, encouraging thoughts:
  • 'This is just anxiety, it can't harm me',
  • 'Relax, concentrate, it's will be OK',
  • 'I'm getting there, nearly over'.
After the Test
  • Whatever the result of the test, follow through on a promised reward - and enjoy it!
  • Try not to dwell on all the mistakes.
  • Do not immediately begin studying for the next test. Do something relaxing for a while! (University of Illinois 2007).

Exam stress in students requires active management. State boards are taking exam anxiety and its adverse fallout seriously. The Central Board of Secondary Education (CBSE) has brought out a handbook, Knowing Children Better, offering information and advice on handling exam stress. When problems persist students and parents should not hesitate to seek psychiatric help (Malhotra 2007).

References

  1. Geetanjali Kumar. Knowing Children better. CBSE. New Delhi. 2005.
  2. Hanoski TD. Test anxiety: what it is and how to cope with it. http://www.ualberta.ca/~uscs/counselling_links.htm Accessed 27-Jul-08.
  3. Hinton A, Casey M. Managing Exam Anxiety and Panic-A guide for students. 18-Sep-2006. http://www.brookes.ac.uk/. Accessed 27-Jul-08.
  4. Malhotra S. Dealing with exam stress amongst students: Challenge for psychiatrists. Abstracts of 59th Annual National Conference of Indian Psychiatric Society. Indian J Psychiatry 2007;49:1-60. Available from: http://www.indianjpsychiatry.org/text.asp?2007/49/5/1/33280
  5. Morgan CT, King RA, Weisz JR, Schopler J. Introduction to psychology. 7th Edition. New York. McGraw-Hill Book Company, 1986
  6. University of Illinois. Test Anxiety. 2007. http://www.counselingcenter.uiuc.edu/. Accessed 27-Jul-08.

Sunday, January 9, 2011

How to refuse alcohol - keepin' it REAL

How to refuse an alcohol containing drink? The lead up to the festive season comes with a slew of articles on how to consume alcohol without experiencing a hangover. Then come the lessons on managing a hangover. Finally by New Year, come the statistics on drunken driving and police action on youngsters partying in rural Pune hideouts. Nothing about how to refuse alcohol while partying.

Alcohol refusal strategies

MN Gosin(2003) has classified drug resistance strategies into four types summarised by the acronym REAL
R - Refuse: say no.
E - Explain: decline with an explanation
A - Avoid: stay away from situations where alcohol is offered
L - Leave: exit situations where alcohol is offered

refuse alcohol;
Don't reach for it

10 tactics to resist alcohol at a party

These tried and tested ways to politely resist alcohol are classified along REAL lines. Remember you have the right to choose not to consume alcohol at any time. If that’s not respected you are probably in the wrong company. Once you take your stand don’t hold back. Participate, then you are less likely to be singled out to have a drink forced on you.
  1. Firmly decline alcohol. Ask for a soft drink. Don’t apologise. When your friends recognise you mean it this time they will not press you. (R)
  2. Go for a soft drink ‘to start with’. ‘Stick with this’ if your friends remember to ask later. Grab a soft drink and don’t let go. Once you have a soft drink in your hand it is easier to just wave the alcohol offer away. (R)
  3. In the initial stages keep a glass constantly in your hand. Make sure its at least a third full at all times. (R)
  4. Don’t reach for any glass of alcohol, even if it’s paid for by one of your friends. There are enough people around who will drink it gladly. (R)
  5. Volunteer to be the ‘designated driver’. If there are more than one of you claiming this position your task is easier. See point 8. (E)
  6. Insist that you’re on medication that reacts with alcohol (eg Tiniba for a stomach problem). If you are known to have diabetes or hypertension say your doctor advised you not to drink alcohol (He did, didn’t he?). (E)
  7. Say you have to work on a presentation/ pick up your mother after the party. Any plausible reason for the need to remain sharp will do.(E)
  8. Stick with a known tee-totaller in the group. Its easier to resist exhortations to drink alcohol when you have a partner.(A)
  9. When invited inform that you won’t be drinking alcohol. They’ll say its for the pleasure of your company. Hold them to it at the party (A)
  10. Leave when you suspect your soft drink may be spiked. (L)

Do these strategies work?

(Kulis et al, 2008)
  • Refusal - significantly reduces binge drinking.
  • Explanation - may not be so effective, at least in teenagers.
  • Avoidance - significantly reduces alcohol use
  • Leaving - significantly reduces binge drinking

What worked for you?

  1. Gosin M, Marsiglia FF, Hecht ML. Keepin' it R.E.A.L.: a drug resistance curriculum tailored to the strengths and needs of pre-adolescents of the southwest. J Drug Educ. 2003;33(2):119-42.PubMed
  2. Kulis S, Marsiglia FF, Castillo J, Becerra D, Nieri T. Drug resistance strategies and substance use among adolescents in Monterrey, Mexico. J Prim Prev. 2008 Mar;29(2):167-92.PubMed

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