Conversations with Students Who Minimize Their High-Risk Alcohol Use
The Maryland Collaborative to Reduce College Drinking and Related Problems is introducing a new email series, Conversations that Matter, that provides tips for having meaningful conversations with students about their drinking behaviors.
The first issue discusses conversations with students who minimize their high-risk alcohol use. Upcoming email topics include core skills for meaningful conversations, evidence-based approaches for motivating students to reduce drinking, and assessing students’ readiness to change drinking behaviors. Please send your questions, comments, or requests for new topics to Katie Hippen at khippen@umd.edu. To unsubscribe, click here.
Conversations with Students Who Minimize Their High-Risk Alcohol Use
A student comes to your appointment, class, or team practice with a broken ankle. When you ask how it happened, they say that they “partied too hard.” The student tries to laugh it off and says, “I don’t have a drinking problem, though.”
Minimization of the impact of alcohol is common among college students. How do you respond to minimization without arguing or pushing students away?
| What to Say | When to Say It |
| “Tell me what your idea of a problem drinker is.” | Students have exaggerated ideas about what problem drinking looks like, making it difficult to self-identify as a problem drinker. Asking them about their beliefs will help you understand where they’re coming from and allow you to meet them where they are during the conversation. |
| “It sounds like you haven’t experienced those extreme consequences. But based on what happened to you over the weekend, there might be some ways alcohol inconveniences you. What are some other not-so-good things about drinking for you?” | The student has already made the connection between drinking and the resulting injury. By continuing to ask them about other ways alcohol might have “inconvenienced” them, you have not labeled the student; instead, the focus has been shifted to the actual, concrete consequences that the student has experienced. |
| “Really briefly, would you mind if I shared with you some ways to reduce or get rid of some of these consequences?” | By asking permission, you appear respectful of their time and empower the student in the conversation. Clinical expertise tells us that it’s unlikely the student will say no. |
| “Some people might decide to drink less often, or less when they go out. Some people might just want to think about it a little more, and be more self-aware of their drinking decisions. What makes sense for you?” | Try to stay focused on what the student might be willing to change. |
| “I think you make some good points. I wonder if [Name of Referral] might be better able to work with you on some of these strategies. Can I help you make an appointment or walk you over to their office?” | Stay up-to-date on campus resources. Build relationships with the health and counseling staff to help facilitate a “warm handoff.” |
| “Thank you for talking with me. Would it be okay for me to check in with you in about [X days/weeks]?” | Following up helps them feel supported and builds rapport. Remember that each conversation, no matter how productive, plants a seed of change. |
Adapted from Borsari, B., & Carey, K. (2005). Interviewers manual for the Brief Motivational Intervention (BMI) for mandated students [Interview manual]. Syracuse, NY: Center for Health and Behavior, Syracuse University.
Conversations with Students Who Minimize Their High-Risk Alcohol Use
The Maryland Collaborative to Reduce College Drinking and Related Problems is introducing a new email series, Conversations that Matter, that provides tips for having meaningful conversations with students about their drinking behaviors.
The first issue discusses conversations with students who minimize their high-risk alcohol use. Upcoming email topics include core skills for meaningful conversations, evidence-based approaches for motivating students to reduce drinking, and assessing students’ readiness to change drinking behaviors. Please send your questions, comments, or requests for new topics to Katie Hippen at khippen@umd.edu. To unsubscribe, click here.
Conversations with Students Who Minimize Their High-Risk Alcohol Use
A student comes to your appointment, class, or team practice with a broken ankle. When you ask how it happened, they say that they “partied too hard.” The student tries to laugh it off and says, “I don’t have a drinking problem, though.”
Minimization of the impact of alcohol is common among college students. How do you respond to minimization without arguing or pushing students away?
| What to Say | When to Say It |
| “Tell me what your idea of a problem drinker is.” | Students have exaggerated ideas about what problem drinking looks like, making it difficult to self-identify as a problem drinker. Asking them about their beliefs will help you understand where they’re coming from and allow you to meet them where they are during the conversation. |
| “It sounds like you haven’t experienced those extreme consequences. But based on what happened to you over the weekend, there might be some ways alcohol inconveniences you. What are some other not-so-good things about drinking for you?” | The student has already made the connection between drinking and the resulting injury. By continuing to ask them about other ways alcohol might have “inconvenienced” them, you have not labeled the student; instead, the focus has been shifted to the actual, concrete consequences that the student has experienced. |
| “Really briefly, would you mind if I shared with you some ways to reduce or get rid of some of these consequences?” | By asking permission, you appear respectful of their time and empower the student in the conversation. Clinical expertise tells us that it’s unlikely the student will say no. |
| “Some people might decide to drink less often, or less when they go out. Some people might just want to think about it a little more, and be more self-aware of their drinking decisions. What makes sense for you?” | Try to stay focused on what the student might be willing to change. |
| “I think you make some good points. I wonder if [Name of Referral] might be better able to work with you on some of these strategies. Can I help you make an appointment or walk you over to their office?” | Stay up-to-date on campus resources. Build relationships with the health and counseling staff to help facilitate a “warm handoff.” |
| “Thank you for talking with me. Would it be okay for me to check in with you in about [X days/weeks]?” | Following up helps them feel supported and builds rapport. Remember that each conversation, no matter how productive, plants a seed of change. |
Adapted from Borsari, B., & Carey, K. (2005). Interviewers manual for the Brief Motivational Intervention (BMI) for mandated students [Interview manual]. Syracuse, NY: Center for Health and Behavior, Syracuse University.