Alcohol and substance abuse are significant problems amongst college students worldwide. Consumption of alcohol and other addictive substances is illegal in Saudia Arabia. The law in the country is based on Islamic Sharia rules that strictly forbid the consumption of these substances (Al-Haqwi). Despite this though, there have been numerous reports of drug trafficking (“Overview of drug control in Saudia Arabia”). Findings of surveys suggest that alcohol, hashish, cannabis, heroin, amphetamines, and heroin are the most abused drugs in the country (Al-Haqwi). In this paper the scope of alcohol and substance abuse amongst college students in Saudia Arabia and significance of the problem will be explored. Additionally, the possible solutions to this issue will be described.
Scope of the Problem
The information on the exact scope of the problem of alcohol and substance abuse in Saudia Arabia and the gulf nations in general is limited (Almerri and Qei) although prevalence estimates of 21-25% have been suggested (Al-Haqwi). Statistics from the Ministry of Health of Saudia Arabia, however, indicate an upward trajectory in the number of admissions and outpatient visits in specialized psychiatric hospitals. It has been suggested that an increase in alcohol and substance abuse maybe contributing to this trend (Al-Haqwi). A 2008 study of the prevalence of tobacco smoking amongst medical students in Riyadh by Al Haqwi, Tamim, and Asey revealed that 25% of the male students who participated in the study are smokers. In the absence of official statistics on the extent of the problem of alcohol and substance abuse, such information can be used as an indicator of the scope of the problem (Al-Haqwi). Figures from the US indicate that the problem is perverse in institutions of higher education: 2 in every 5 undergraduate students engages in heavy drinking at least once every two weeks, 45.3% of freshmen are heavy drinkers, 17.7% are heavy and frequent drinkers, and 23% meet the criteria for substance abuse and dependence (Ross and Dejong).
Significance of the Problem
Alcohol and substance abuse are associated with adverse effects which include personal injury, high-risk sexual behaviours, physical illnesses, unintentional injuries to self and others, dismal academic performance, increased risk of being suspended or expelled from college, legal problems due to issues such as driving under the influence of alcohol, and accidental deaths. In the US, alcohol and substance abuse contribute to 1771 student deaths annually (Ross and Dejong). In the long-term, alcohol and drug use put one at a higher risk for diseases such as liver cirrhosis and mental health illnesses (Al-Haqwi).
Predisposing factors for Alcohol and Drug Abuse amongst students
The predisposing factors for alcohol and substance abuse include peer influence, life stressors, curiosity, and tobacco smoking. College years are a high risk period because it is the time when most students first experiment with alcohol and numerous others shift from experimentation to frequent and regular use. The transition to college life is a tumultuous experience that brings new pressures and uncertainties. Young people are exposed to a new environment and most leave home for the first time. Away from parental supervision and tight school schedules, they often face the temptation of exploring and testing their new found freedom to the limits. Some students seek solace from their stressors by indulging in alcohol and other drugs. Majority of students who enroll in colleges additionally usually have the misperception that institutions of higher learning are a hub for drinking and engaging in the use for illicit drugs. Campus environments also influence students to choose to drink and use illicit substances. This is because these substances are easily accessible and students are targeted by advertisers and marketers. Increased free time, on-campus residency, pre-existing alcohol/substance use, mental illnesses, and chronic isolation are other factors that contribute to the problem (Ross and Dejong).
Potential Solutions
In light of the aforementioned factors, it is explicit that effective solutions to this problem must address student misperceptions and environmental influences that contribute to the problem. Additionally, they should target student populations at elevated risk for alcohol and substance abuse. Survey findings suggest that first-year students are the most vulnerable to the problem due to the factors previously discussed (Ross and Dejong).
Environmental management is aimed at decreasing the availability and appeal of drugs to students. It can be achieved by altering the campus and community contexts where students make decisions on alcohol and drug use. Specific environmental strategies that can be employed include offering students alcohol free-options, fostering a normative environment, limiting alcohol availability and marketing targeted at students, and the development and enforcement of policies against alcohol and drug use (Ross and Dejong). The specific steps that can be taken to achieve this are summarized in the table below.
Stand-alone interventions are not effective. Therefore, environmental approaches on their own may not be adequate in curbing the alcohol and drug menace in colleges. Other strategies explored and found to be effective in mitigating this problem that need to be implemented include pre-enrollment messages, comprehensive orientation programs, mandatory life skills courses, and appropriate parental involvement. Social norms campaigns need to target students prior to their first week in college. First year students have exaggerated notions about alcohol and drug use amongst college students. They are, therefore, under a false social pressure to consume these products to fit in. Social norms campaigners should communicate to students in advance on the actual drinking norms, college expectations for student conduct, and the potential for students to make healthy choices once in college. Such communication can be effected by sending companion letters to parents. These letters should be sent together with the admission letters usually sent to students. Some universities arrange open houses for students prior to their reporting dates. These open houses are aimed at fostering effective transitions to college life. Other colleges give presentations in local high schools whilst others operate websites where accepted students can access information on drug use that dispels pre-conceived false ideas (Ross and Dejong).
During the orientation week, comprehensive orientation programs that incorporate information on the institutions policies on drugs and alcohol use and their enforcement should be provided to students. High-ranking officials should reinforce social norms messages and lay out clear expectations for student conduct. Orientation week programs should also embody activities that help students connect with campus programs and resources that shift their attention away from alcohol. For instance, Boston college offers sports competitions and community service programs during orientation week (Ross and Dejong).
Mandatory life skills courses should be offered during the first semester. Such courses should be designed to help students explore the effects of substance use would have on their life goals and whether positive expectations on drug use are realistic. They should teach students how to manage their drug use risks. Students should also be assigned resident assistants and peer mentors trained to recognize warning signs of current or potential alcohol and/or drug use. Students grappling with drug and alcohol use should be provided appropriate help (Ross and Dejong).
Evidence emanating from research suggests that appropriate parental involvement helps students to navigate through college life. This is because involvement of parents in educating students about substance use and parental monitoring blunts the negative effect of peer influence. Parental-children conflicts have also been correlated with higher consumption of alcohol and adverse consequences amongst college students. Parental involvement may help in the achievement of amicable solutions to such underlying issues (Ross and Dejong).
Conclusion
In conclusion, alcohol and substance use and abuse are serious public health concerns amongst college students. In the US, it is estimated that 23% of students fulfill the criteria for substance dependence and abuse. The scope of the problem in Saudia Arabia and other gulf nations is not documented although it is suggested that it affects 21-25% of students. Use of alcohol and other drugs is associated with serious adverse effects ranging from physical illnesses to accidental deaths. Numerous student-related, environmental, familial, and societal factors contribute to this behavior. The solutions to this problem should address these factors and the peak period of the problem. Potential strategies aimed at curbing this menace that can be explored include environmental management, pre-enrollment education, provision of comprehensive information to first- year students during orientation week, mandatory life skills courses, and appropriate parental involvement. These solutions have been implemented with success in a number of American colleges.
Works Cited
Al-Haqwi, Ali. Perception among Medical Students in Riyadh, Saudia Arabia, regarding alcohol and Substance Abuse in the community: A Cross-Sectional Survey. Treatment, Substance Abuse, Prevention, and Policy, 5. 2(2010). Web. 25 Feb. 2013.
Al-Haqwi, Ali, Hani Tamim, and Ali Asery. Knowledge, Attitude, and Practice of tobaccos Smoking by Medical Students in Riyadh, Saudia Arabia. Annals of Thoracic Medicine, 5.3 (2010):145-48. Web. 25 Feb. 2013.
Overview of Drug Control Situation in Saudia Arabia. UNODC, 2013. Web. 25 Feb. 2013.
Ross, Virginia and William Dejong. The Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention. Massachusetts: The Higher Education Center for Alcohol and other Drug Abuse Violence Prevention, 2008. Web. 25 Feb. 2013.
