First, FLASH refers to the idea that anyone can take action a peer’s high-risk drinking without taking responsibility for it. Drivers often “flash their brights” to warn other drivers about a problem they can’t see.
Second, FLASH consists of five simple and effective communication tools that empower friends and other peers to influence positive change. FLASH is an evidence based, environmental prevention method, founded on social norms and stages of change theories.
Third, Flashing Your Brights® is a tested program for communicating these tools to students.

2. What is the program’s mission?
Its mission is to reduce high-risk drinking and related behaviors using peer-based communication tools.

3. What makes the FLASH program different?
It is the only program we know that helps peers of high-risk drinkers go beyond care taking for the intoxicated. Very brief, peer interventions are an essential part of a total solution to the problem of high-risk drinking. Education works only when you have the attention of the student. Nothing gets a student’s attention like a very brief intervention by a peer. This program helps educators empower students to become competent and confident in using the five FLASH communication tools, much like Caroline Watt, a graduating senior, who wrote,

“Instead of overwhelming students with stories and statistics, FLASH teaches them how to deal with every day situations. … I have become increasingly aware of how dealing with alcohol is a problem for college students. However, I have been able to witness how using the tools taught by Flash Your Brights can make this process not only possible, but easy."

4. Why are people enthused about this program?
• They see it work
• It’s simple. Anybody can learn to do it.
• It helps so many students with a problem they often face.
• It is a rare prevention program that even has an appeal for high-risk drinkers.
• It works for other issues like eating disorders or relationship problems.
• It works with a powerful underused resource – the peers of high-risk drinkers.
• It is based on evidence and sound theory.

5. Why does FLASH work?
First, peers have more influence on high-risk drinkers than many other factors in their environment. We can help you teach them five simple, effective, communication tools.
Second, many students are receptive to taking action with their high-risk drinking peers. FLASH surveys of over 4,000 students in five mid-western colleges revealed that 56% of students had been concerned about another student’s use of alcohol in the past 90 days. Moreover, 59% of those concerned had already taken specific action with another student.
Third, students are competent to take action. They just don’t know it. Students who bypass chances to intervene often do so because they believe that they are not competent helpers (Thomas & Seibold, 1995). FLASH shows them that they are competent to use very brief interventions and that these interventions work.

6. What is the scientific basis for the FLASH model?
This model is an environmental strategy. The immediate peer group is an influential part of most high-risk drinkers’ environments. The model is consistent with Stages of Change Theory. This theory shows how people make changes slowly in response to a variety of interventions over time (Miller & Rollnick, 1991). The model is also a practical expression of Social Norms Theory. Students often have a false normative belief about their peers’ attitudes toward high-risk drinking. Many students believe that peers approve of high-risk drinking more than their peers actually do. These false beliefs contribute to the high-risk drinking problem (Perkins & Wechsler, 1996). By giving peers useful tools like Flashing Your Brights®, the students whom you train can positively influence the normative beliefs of their peers.

7. What do the evaluations show?
During 1997-98 1,320 students were introduced to the FLASH model in classes lasting 45 to 75 minutes. Pre- and post-tests showed significant short-term gains in their attitudes about, their knowledge of, and their commitment to very brief interventions. Responses to the statement, “I know ways to help someone who drinks too much to change,” strongly imply an increase in the participants’ knowledge. Only 37% agreed with the statement in the pre-test, while 92% agreed on the post-test. More importantly, exactly half of them (50.0%) said that they would flash their brights within a month.

From 1999 to 2001, surveys of over 800 students revealed a significant change in their behavior. These were the students who had felt concern about another student’s use of alcohol in the previous 90 days. The proportion of students agreeing with the statement, " I have said something to another student about his/her drinking in the past 90 days," increased from 55.7% to 67.4%.

8. Who is behind the FLASH program?
The energy behind this program is Otto Schultz, M. Div., Certified Alcohol and Drug Abuse Counselor, and Registered Prevention Professional. For 25 years he helped thousands of acquaintances of alcoholics use these communication tools. In 1997, he formed a partnership with the Lincoln Medical Education Foundation, Inc. (LMEF) to adapt the FLASH tools for peers of high-risk drinkers. LMEF became the lead agency in a campus/community coalition. With its $6,000,000 budget, LMEF is a leading provider of professional medical education and quality health care services. Together, they acquired funding from the U. S. Department of Education and others. Under LMEF direction, the FLASH coalition brought together community partners, five diverse colleges, a student assistance program, and consultants in media, evaluation, curriculum and very brief interventions. The first results of their work are now available to you.

9. What schools were involved?
The participating schools in the development project included Concordia University, Lincoln School of Commerce, Nebraska Wesleyan University, Union College, and University of Nebraska —Lincoln, Housing Department.

10. Who can use the FLASH tools?
Literally, any high school or college student can. However, you may want to target student leaders like residence hall staff, peer health educators, student councils, athletic teams, fraternity and sorority officers.

11. What is an example of someone using the FLASH tools?
One irritated student said to his friend, the morning after a party, “Last night you hurled on my shoes. I don’t like it. You’re going to have to clean them up.” This quote actually contains three examples of the flashing your brights communication tools.

12. How do I get these tools into the hands of students?
Any educator can use the FLASH Program to train students to realize that they are competent to act on a friend’s problem. They don’t need to be counselors. They don’t need to get the other person to change. But, they can have an influence when they use the FLASH tools. The program has a wide variety of simulations and discussions about true-to-life cases to help them become competent and confident in using the FLASH Tools.

13. Can it make a long-term difference?
Here is one small example. Kelly Madigan Erlandson, a member of the FLASH Coalition recently wrote, “My own experiences as a high-risk drinker 20 years ago tell me that peer-to-peer intervention is striking in its effectiveness. Now, nearly 20 years into a life of recovery from alcoholism, I could tell you word for word what my college peers said to me about my drinking issues. I remember little else I heard in college with such clarity! Peers make a difference, and empowered with these tools, the results can be terrific.”

14. How do we implement this program?
The Trainer’s Guidebook, Participant’s Tool Kit, and other materials and training are available to assist you in putting FLASH to work at your school. You can begin by ordering a Trainer’s Guidebook for yourself and Tool Kits for as many students as you want to train. To get more of your organization involved and to get a faster start you will want to use the seminar.

15. Where can I learn more about how to put FLASH ideas to work in my school?
Check out the rest of the web site or contact Otto Schultz, Starfish@inebraska.com 402-421-3462, 4626 Southwood Dr. Lincoln, NE 68512-1351.

(Thomas & Seibold, 1995). Thomas, R. W., & Seibold, D. R. (1995). “College students’ decisions to intervene in alcohol-related situations. “ Journal of Studies on Alcohol, 56, 580-588.

(Miller & Rollnick, 1991). Miller, W. R. & Rollnick, S. (1991). Motivational interviewing: Preparing people to change addictive behavior. New York: Guilford Press.

(Perkins & Wechsler, 1996). Perkins, H. W. & Wechsler, H. (1996). Variation in perceived college drinking norms and its impact on alcohol abuse: A nationwide study. Journal of Drug Issues, 26, 961-974.