Alcohol is the most widely misused substance within university settings in the United States, and its consequences are considered numerous and widespread. As harmful drinking has the potential to alter many aspects of student well-being, access to interventions is deemed necessary in treating individuals who participate in dangerous drinking. Multiple strategies may be employed when implementing alcohol treatment interventions in college students. Cognitive behavioral research suggests practices which increase mindfulness may support intervention efficacy and long-term outcome improvements. Additionally, an emphasis may be placed on facilitating social capital, allowing students to see how behavioral changes may positively affect the networks around them. This study aims to identify techniques within alcohol-centered interventions for college students which prioritize mindfulness and social capital. Data concerning students with adverse childhood experiences (ACE) is emphasized.
The study begins with a review of literature concerning how ACE may be intertwined with future alcohol consumption in students. It continues by delving into how the emotional trauma from these experiences may influence emotional regulation and thus, the decision to participate in risky drinking. The topic of mindfulness is then discussed, as increasing mindfulness is often associated with greater emotional regulation and overall healthy decision-making skills (with the contrary notion also being supported). Social capital is similarly discussed as a construct associated with positive outcomes as it pertains to reducing harmful drinking behaviors. The paper then reinforces the generally well-supported claim that substance use interventions should incorporate mindfulness and social capital boosting techniques in order to produce sustained outcome improvements. These two constructs are noted as especially important to address in individuals who report ACE and risky alcohol use behaviors.
Takeaway: Harmful alcohol use may often be associated with childhood trauma, among other impactful variables. Interventions which seek to increase mindfulness and social capital may be particularly useful in ACE-reporting students.