Alcohol abuse may affect staffing choices.

Contradictory research exists about alcohol use and self-esteem, assertiveness, depression, and anxiety. It is known that men drink increased amounts of alcohol more frequently, and with more negative consequences, than women. The number of female drinkers has more than doubled in the past decade, however; in their college years, female profiles resemble male drinkers.

This research involved 300 undergraduate students in a southern university; 39 percent male and 61 percent female. Ages ranged from 17 to 26 years, with a majority between 18 and 23; the mean age was 22 years old. Forty-two percent were first" year students; 70 percent were non-Greeks; the range of GPAs was 2.1 to 3.0 (on a 4.0 scale), with a mean GPA of 2.5.

Study subjects took five inventories to measure 1) alcohol abuse, 2) self-esteem, 3) depression, 4) state and trait anxiety, and 5) assertiveness. It was found that 60 percent of males abused alcohol, as did 51 percent of females. Sixty-two percent of the 19- to 22-year-olds abused alcohol. Those with lower GPA scores were more likely to abuse alcohol than those with higher GPAs.

Fifty-six percent of first-year students, 61 percent of sophomores, 51 percent of juniors, and 56 percent of seniors abused alcohol. Rates of alcohol abuse were statistically the same between Greeks and non-Greeks.

Ninety-six percent of abusers came from an alcoholic household. Eighty percent of those with high anxiety abused alcohol, while 48 percent of those with low anxiety abused alcohol. Eighty-six percent of those with low self-esteem abused alcohol, while 46 percent of those with high self-esteem abused alcohol.

Analyses indicated that the best predictors of alcohol abuse, in order of strength, are: history of family alcohol abuse, depression, state anxiety, and self-esteem. Demographic variables that impacted alcohol abuse include gender, age, and GPA. The best combination of predictors for alcohol abuse included history of family alcohol abuse, self-esteem, depression, anxiety, GPA, and assertiveness.

Implications for camp

Camp professionals hire a tremendous number of college students to staff their camps in the summers; alcohol abuse is an on-going concern. To minimize issues surrounding alcohol abuse, directors strive to be thorough. During the hiring process, references are checked, school backgrounds are examined, questions are raised about applicant dependability, and so on. During pre-camp training, the dangers of alcohol abuse are stressed. During camp sessions, no-alcohol policies are strictly enforced. Inevitably, however, one or more staff members abuse alcohol, and corrective measures must be taken.

It is important to note that the above research did not ask how many of those individuals had ever or were planning to work in a summer camp setting. Therefore, decisions should not be based solely on the above information.

Used judiciously, however, the above profile might help directors make decisions related to camp staffing. Directors should avoid simply not hiring people who fall into the profile described above without the usual reference and background checks. Labeling and placing people into categories without ascertaining the nature of their character may be defined as prejudice, and would likely eliminate wonderful people with much to offer.

Attention deficit disorder and social skills

Attention-deficit/hyperactivity disorder (AD/HD) has been defined as a "developmental disorder that may be characterized by socially disruptive behavior, inappropriate levels of attention, impulsiveness, hyperactivity, or a combination thereof" (p.228). To be labeled AD/HD, these behaviors must be evidenced across two settings, typically school and home.

Statistics reveal that AD/HD affects 3 to 5 percent of the elementary population, and is usually identified or diagnosed around age 6 or 7. Males are four to nine times more likely than females to be identified as AD/HD.

This article reviewed the literature and summarized research findings about AD/HD and social skills.

The literature reports that over 50 percent of children identified as AD/HD have problems interacting with peers. Youth with AD/HD are more aggressive, disruptive, domineering, intrusive, noisy, and socially rejected than non-AD/HD youth.

Youth with AD/HD generally lack communication skills and are more likely to be rejected by peers than non-AD/HD youth.

Behaviors that result in increased peer rejection include off-task and rule violating actions, increased aggression, and intrusiveness. The most common complaint of parents of youth with AD/HD is noncompliance (i.e., refusal to comply with a command; delayed initiative; or slack performance).

Implications for camp

Attention deficit/hyperactivity disorder is a common youth disability faced by camp staff members.

One of the expressed benefits of camp is the increase in social skills gained. With social skill development as a primary goal, camp can be a place where structure and guidance are provided to help youth manage negative social behaviors. This may lead to better peer relationships and stronger self-esteem. Research related to this disability at camp needs to be undertaken.

Camp professionals who learn the signs of AD/HD, and share the information with parents, help youth already identified as AD/HD as well as other youth who should be evaluated for the disorder.

Pullen L. (1994). The relationships among alcohol abuse in college students and selected psychological/demographic variables. Journal of Alcohol and Drug Education, 40(1), 36-50.

Deb Jordon, Re.D., is an associate professor of leisure services at the University of Northern Iowa. Send your letters and one-page summaries of research related to camp to: Research Notes, c/o Dr. Deb Jordan, Leisure Services Division, 203 East Gym, University of Northern Iowa, Cedar Falls, IA 50614-0161. Note: Only research completed within the past two years will be considered for review.

Frederick, B. & Olmi, DJ. (1994). Children with attention-deficit/hyperactivity disorder: A review of the literature on social skills deficits. Psychology in the Schools, 31(4), 288-296.