2120958: Urbanity and Wellbeing: 1981 Words
A policy paper on alcohol dependence among university students
in the United Kingdom.
Abstract
This paper explores the demographic and socio-economic factors specific
to students that put them at greater risk for alcohol dependence (defined
as an “excessive desire to drink,” (NHS, 2022)). Social, psychological and
environmental factors all play a role in the relationship that students form
with alcohol and, considering the role of culture, I will examine why UK
students are at greater risk than those who live in more communitarian
societies. To conclude, I will make several recommendations for policy
including careful regulation of the advertisement of alcohol products on
university campuses and implementation of peer-support based recovery
programmes.
, 2120958: Urbanity and Wellbeing: 1981 Words
Introduction
It is widely accepted that university is a time of partying, reckless
behaviour and excessive alcohol consumption. Despite the carefree, fun,
sociable images expected of the student years, there can be a darker side
to this wild lifestyle with alcohol being directly related to many social ills
including criminality, unprotected sex and drunk driving. In the UK, alcohol
misuse is the leading cause of death for young people aged 15 – 24
(Office for National Statistics, 2024) and the cause of numerous health
problems. I will begin this paper by discussing the key theories and
concepts in the field of alcohol misuse geographies and then consider how
these relate to problem drinking in students before concluding with policy
recommendations to create an environment that minimises the risk of
students becoming dependent on alcohol and best supports those who are
struggling to control their drinking.
Context and Ideas: Geographies of Alcohol Misuse
Four theories exist to explain what motivates and causes people to
engage in problematic drinking behaviours. The social bond model (SBM)
(Durkin, Wolfe and Clark, 1999) suggests that a strong connection to
society prevents individuals from drinking to excess. Those who do binge
drink have been excluded from or have limited connection to society,
allowing them to deviate from social norms. Norman et al. (1998)
suggested the Theory of Planned Behaviour (TPB) as an explanation of
problem drinking. TPB claims that there are two major predictors of binge
drinking: subjective norm and perceived behavioural control. Thus, binge
drinkers view drinking as a positive activity whilst also believing that they
are in control of how much they drink. Akers’ (1973) social learning theory
(SLT) has been used to explain alcohol dependence as a result of
behaviour modelling. Young people mimic the behaviour of important
others in their life (eg. parents, peers or siblings) and learn to view this
behaviour as acceptable and normative. Thus, if a young person grows up
with one or more alcoholic parents, they are more likely to engage in
problematic drinking as an adult. However, all these theories have been
critiqued for their overly simplistic explanations and ignoring of other
crucial factors such as demography and socio-economic status. Flay and
Petraitis’ (1994) Theory of Triadic Influence (TTI) considers the confluence
of three social factors as crucial to the development of problem
behaviours; intrapersonal (individual) characteristics, interpersonal
relationships (the influence of others) and cultural norms. This thus
challenges the popular idea that alcoholism is a “disease of the will”
(Valverde, 1998) and considers the wider influences which govern
individuals’ attitudes and behaviours.
A policy paper on alcohol dependence among university students
in the United Kingdom.
Abstract
This paper explores the demographic and socio-economic factors specific
to students that put them at greater risk for alcohol dependence (defined
as an “excessive desire to drink,” (NHS, 2022)). Social, psychological and
environmental factors all play a role in the relationship that students form
with alcohol and, considering the role of culture, I will examine why UK
students are at greater risk than those who live in more communitarian
societies. To conclude, I will make several recommendations for policy
including careful regulation of the advertisement of alcohol products on
university campuses and implementation of peer-support based recovery
programmes.
, 2120958: Urbanity and Wellbeing: 1981 Words
Introduction
It is widely accepted that university is a time of partying, reckless
behaviour and excessive alcohol consumption. Despite the carefree, fun,
sociable images expected of the student years, there can be a darker side
to this wild lifestyle with alcohol being directly related to many social ills
including criminality, unprotected sex and drunk driving. In the UK, alcohol
misuse is the leading cause of death for young people aged 15 – 24
(Office for National Statistics, 2024) and the cause of numerous health
problems. I will begin this paper by discussing the key theories and
concepts in the field of alcohol misuse geographies and then consider how
these relate to problem drinking in students before concluding with policy
recommendations to create an environment that minimises the risk of
students becoming dependent on alcohol and best supports those who are
struggling to control their drinking.
Context and Ideas: Geographies of Alcohol Misuse
Four theories exist to explain what motivates and causes people to
engage in problematic drinking behaviours. The social bond model (SBM)
(Durkin, Wolfe and Clark, 1999) suggests that a strong connection to
society prevents individuals from drinking to excess. Those who do binge
drink have been excluded from or have limited connection to society,
allowing them to deviate from social norms. Norman et al. (1998)
suggested the Theory of Planned Behaviour (TPB) as an explanation of
problem drinking. TPB claims that there are two major predictors of binge
drinking: subjective norm and perceived behavioural control. Thus, binge
drinkers view drinking as a positive activity whilst also believing that they
are in control of how much they drink. Akers’ (1973) social learning theory
(SLT) has been used to explain alcohol dependence as a result of
behaviour modelling. Young people mimic the behaviour of important
others in their life (eg. parents, peers or siblings) and learn to view this
behaviour as acceptable and normative. Thus, if a young person grows up
with one or more alcoholic parents, they are more likely to engage in
problematic drinking as an adult. However, all these theories have been
critiqued for their overly simplistic explanations and ignoring of other
crucial factors such as demography and socio-economic status. Flay and
Petraitis’ (1994) Theory of Triadic Influence (TTI) considers the confluence
of three social factors as crucial to the development of problem
behaviours; intrapersonal (individual) characteristics, interpersonal
relationships (the influence of others) and cultural norms. This thus
challenges the popular idea that alcoholism is a “disease of the will”
(Valverde, 1998) and considers the wider influences which govern
individuals’ attitudes and behaviours.
