To earn full credit, you need to answer each of the questions correctly and fully with substance making at least 2 reference in addition to the unit material, text, or other academic source, and meet the length requirement of 200-350 words minimum. Your responses should be clearly written and consist of original ideas rather than a recap of what others contribute. Avoid “great post”. If you agree, support your agreement in your own words. Do not repeat the questions!

Background for Question I: It should not surprise any college student that alcohol is a popular recreational drink for this age cohort. Although specific figures for college students are not available, it is logical to assume that much of this alcohol is consumed by college students in the under-21 age cohort.

There is a significant body of evidence suggesting a bidirectional relationship between college students’ substance use behaviors and their peer groups. Students tend to seek out peer groups whose substance use patterns are similar to their own; simultaneously, peer groups encourage students to engage in substance use in a manner that is consistent with the norms of that group.

Unfortunately, substance abuse has the potential to interfere with academic pursuits, especially if the student chooses to follow the allure of the substances over those of academic goals. The student has to decide where his or her priorities lie—substance abuse, or academic studies.

Question 1:

a) Who is to blame for the alcohol industry being allowed to sell almost a fifth of its product to persons under the legal age of 21? Is this a problem that needs to be solved, and if so, how and by whom? What are the policies and penalties for selling alcohol to a minor? What are the penalties for minors caught drinking alcohol?

b) What role does emotional intelligence play in alcohol usage among college students? What kind of policy does your college have regarding alcohol use? You must cite the specific policy and the location the policy can be found.

Background for Question 2: The limits of codependency: If we accept that the concept of codependency is valid, then we all might be said to engage in codependent behaviors at one time or another. We all live in an interpersonal environment, and make choices about how to relate to others. To some degree we base our self-esteem on feedback from others. This is only a matter of degree, for healthy people determine their own self-worth, using feedback from others only as a guide and not as the sole determining factor in their determination.

Now imagine a child of perhaps 8 years old. Children of this age have the foundation for their self-esteem, but are still quite dependent on feedback from others about their worth: Did I do a good job? Do you like me enough to want to spend time with me? Does Mom (or Dad) spend time with me? These situations help children learn who they are, and help them build self-esteem.

Since the concept of codependency was introduced in the 1970s, the term has moved into common usage. An analogy might be the word “paranoid,” which is commonly used in incorrect contexts. For example, a young man might say to a friend “I am so paranoid about my girlfriend” as opposed to “I am so suspicious of my girlfriend.” In a similar manner, people now speak of themselves as being “codependent” when in reality they are not, at least according to the exact definition of the term. One reason for this confusion is that the definition of codependency is so vague that virtually every person could be said to be codependent. However, if virtually everybody has a certain condition, is that not called “normal?” Workaholism has been discussed as a possible characteristic trait of codependents. Yet a new junior executive who wants to earn a promotion might work long hours, often staying at work long after the end of the normal workday. Is this a workaholic or a person who is a dedicated worker seeking advancement? The definition is quite subjective, depending on the person making the diagnosis. Excessive anger and loneliness, other characteristics often attributed to the codependent person, can also be part of certain stages of most people’s lives. What would be appropriate anger and loneliness? A pair of lovers, having freshly entered into the rapture of love, live and breathe for each other’s approval and acceptance. A disagreement would devastate both. Are they being codependent, or just another couple in love?

Question 2:

Let us look at yet another hypothetical example: You know that your cousin is an alcoholic, who frequently drinks away the family funds at the bars. The spouse of this cousin asks for a loan of $1,500 to pay the monthly bills and put some food on the table. You know that this “loan” is actually giving the money away, as you have honored such requests in the past without ever having any of the money repaid. Should you provide the money, would you be acting as a sympathetic family member or an enabler? What factors would influence your answer, and who controls them? Where does normal caring end and “enabling” begin?

Question 3:

After reading the two articles (below) and reviewing the film “Drinking Behaviors & Attitude Among African

American College Students” (below). Describe your thoughts about the seriousness of the alcohol epidemic on college

campus. What do you believe would be the most effective intervention for the social connectiveness of drinking? What

types of student do you think are most at risk for developing alcohol problems on college campus?


Articles 1: Fuertes, J. N., & Hoffman, A. (2016). Alcohol consumption and abuse among college students:

Alarming rates among the best and the brightest. College Student Journal, 50(2), 236-240.

Article 2: Claros, E & Sharma, M (2012). The relationship between emotional intelligence and abuse of alcohol, marijuana, and tobacco among college students. Journal of Alcohol & Drug Education. Vol. 56 (1), p8-37

Video: Drinking Behaviors & Attitudes Among AA College Students

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