Lindy Quick PSY400-81 Final Paper

Running head: POST-BINGE DRINKING SHAME AND MAKING AMENDS
The Hangover Diaries: The Phenomenological Experiences of Post Binge-Drinking Shame and
Making Amends
Lindy M. Quick
Senior Seminar: PSY400-81

THE HANGOVER DIARIES 1
Abstract
The present study will take a phenomenological standpoint to qualitatively explore college
students’ perceptions of what is considered acceptable and alternatively, unacceptable, in relation
to binge-drinking behaviors and habits. The subjective experiences of college participants will be
documented using a method of diary-keeping where the participants will be asked to recall and
reflect upon the previous night of alcohol consumption. Inquiry will be focused on issues
regarding regret and rectification, different relational impacts of alcohol abuse, and how alcohol
may possibly change an individual’s perception of self. Binge-drinking and alcohol abuse is a
genuine concern among the college population and the prevalence of incidents such as
hospitalizations and legalities continue to increase. Similar studies and future research endeavors
are pertinent in this area to combat this rising statistic as well as the formulation of intervention
efforts.
Keywords: binge-drinking, alcohol, regret

The Hangover Diaries: The Phenomenological Experiences of Post-Binge Drinking Shame and
Making Amends
Alcohol abuse and the prevalence of binge-drinking on university campuses has become
a social norm which is generally accepted by the college student population. Chauvin (2012),
defines a social norm as “a general guideline for behavior and tells us what behavior is
appropriate or unacceptable in a given context.” Despite public knowledge and available
education addressing the negative consequences associated with alcohol abuse and alcohol
dependency, the idea of social enhancement is pervasive in the minds of university students.
Meanwhile, unfavorable outcomes such as hangovers and, more significantly, decreased
academic performance, lack of impulse control, greater likelihood of at-risk behaviors, and the
hindrance of interpersonal relationships are neglected and waved in place of a “good” time.
Culturally, alcohol is desired and adopted as a social norm; still, it is imperative to
acknowledge the presence of the dark-side of binge-drinking, particularly in regards to young
adulthood and university life. Behaviors and habits associated with alcohol abuse during
youthful years are likely to continue and possibly progress into adulthood. For some college
students, days of partying hard and binging will end or at least decline following graduation;
however, another significant portion of the college population may experience more serious
health issues such as alcoholism and substance dependence.
As a member of the college population, personal drinking behaviors add contribution to
the topics explored in the present study. Personal first-hand experiences of binge-drinking and
alcohol-related regret has fueled an interest in this relevant topic and the desire for an influx of
modern and constructive educational programs. Although alcohol has provided a sense of social
enhancement in certain situations, the unfavorable effects alcohol abuse has posed collectively in

regards to family, friends, and self, have proven greater and more substantial. It is undeniable
that college students will engage in alcohol consumption; still, it is essential that necessary
educational programs are accessible to assist individuals in making proper and informed
decisions. The years an individual spends attending college are likely decisive years which will
be telling and possibly predicative of one’s future. For this reason, adequate and available
knowledge is even more paramount for this population of individuals.
This study will take a purposeful exploration of the subjective experiences of college
students who engage in binge-drinking and the related experiences associated with the general
social acceptability of alcohol abuse in a college setting where otherwise such actions may be
considered socially unacceptable and undesirable. With this inquired insight, an activist approach
of educating young adults prior to college and during enrollment may reduce the prevalence of
harmful drinking consequences such as hospitalization, arrests, high-risk sexual behavior, and
the possibility of damaged interpersonal relationships. It is also necessary to provide education
for older generations such as teachers, parents, and guardians of young adults to counteract the
same consequences previously noted. Each of the participants in the current study will be college
students; therefore, it is my hope that young adults will have greater ease relating and
recognizing the value in such information as opposed to receiving such information from older
individuals who may hold an authoritative position.
The prevalence of alcohol consumption on university campuses is quantitatively
indisputable. Chauvin (2012), reports that approximately eighty percent of university students
consume alcohol annually. Still, this percentage does not account for solely binge-drinkers;
rather, this percentage represents students of all drinking habits from light-drinkers to heavy-
drinkers. Specifically, binge-drinking is characterized as a pattern of drinking behaviors that

increases the risk for the user to experience adverse outcomes such as missing class or work,
forgetting events that occurred while drinking, getting into physical or verbal altercations, and
unplanned and risky sexual activity (Chauvin, 2012; Collins & Spelman, 2013). Orchowski and
Mastroleo (2012) report as much as seventy-two percent of college “hook-ups” are regretted.
Each year, nearly half of all college students disclose engaging in patterns of binge-
drinking (Chauvin, 2012). In the United States alone, Terry, Garey, & Carey (2014) report about
1,800 deaths and 600,000 injuries related to alcohol abuse annually. The future implications of
binge-drinking habits are profound and may be greatly consequential. For instance, the
likelihood for alcohol dependency, hospitalization from overdose, legal issues, and death are
notably higher (Chauvin, 2012; Terry et al., 2014).
Considering the widespread rates of students binge-drinking, it is imperative to identify
the motives and desired outcomes leading students to drink so heavily. It is significant to note
that ideas of ‘consequence’ differ and are largely subjective. For instance, behaviors such as
physical illness, blacking out, waking up in someone’s bed, and embarrassment, physical or
social, are not always perceived as negative consequences of drinking; rather, some students
would consider such behaviors as neutral or positive (Terry et al., 2014). A student’s perception
of a consequence as being either positive, negative, or neutral is largely dependent on the
reference group and how such consequences are evaluated socially. This is a clear demonstration
of the dominance of peer-oriented approval and acceptance during young adulthood (Terry et al.,
2014). The desire for peer approval may influence an individual to act in a way separate from
individual ideals and opinions; therefore, there is a possibility that an individual’s view of self
may alter in place of peer acceptance (Kirkpatrick, Duck & Foley, 2006).

Perceived norms are an approach that considers how the acceptability of drinking
behaviors changes dependent upon the particular peer group. Collin and Spelman (2013)
investigated the power of descriptive and reflective injunctive norms in predicting risky drinking
behaviors through method of questionnaire in a longitudinal study. Descriptive norms address
the amount of alcohol a student believes his or her peers in a reference group drink; however,
these beliefs are often not in accordance with the true amount (Collin & Spelman, 2013). There
is less research concerning injunctive norms which are concerned with how much a student
thinks the reference group approves or disapproves of alcohol consumption. Similar to
descriptive norms, these beliefs are often overestimated (Collin & Spelman, 2013). Reflective
injunctive norms are a subsection of injunctive norms that portrays a target student’s beliefs
regarding the approval a reference group has for the target’s drinking behaviors (Collin &
Spelman, 2013). Research suggests that proximal peers such as best friends and significant
others more strongly anticipate alcohol use in comparison to distal peers such as acquaintances
(Collin & Spelman, 2013; Terry et al, 2014). Due to college students placing great importance on
peer approval, it is logical that the opinions of closest referents would be the most telling and
predictive of alcohol use.
Drinking motives act as a middle ground connecting the choice to engage in binge-
drinking behaviors as well as numerous other factors such as genetics, environment, and
individual traits (Martens, Rocha, Martin, & Serrao, 2008). Research exploring the purposes and
norms associated with high-risk alcohol abuse in college populations identified several
predominant and consistent motivations for alcohol-consumption: coping, conformity,
enhancement, and socialness (Chauvin, 2012). Such motives can be sorted by the desired
outcome, positive or negative, and the source, internal or external. Martens et al. (2008) used the

Daily Drinking Questionnaire to explore motives, use, and consequences associated with
alcohol-abuse in the college population. From the data collected, the strongest correlation with
alcohol abuse was related to enhancement which represented seven to seventeen percent of the
variance. Conformity motives accounted for the least amount of the variation with a mere one to
three percent (Martens et al., 2008).
Enhancement motives are characterized by internally produced, positive reinforcement
such as a sense of heightened mood, pleasure, and enjoyment (Chauvin, 2012; Martens et al.,
2008). Chauvin (2012) utilized information archived from the College Alcohol Study and found
that individuals who use alcohol for enhancement disclose greater consumption and frequency in
comparison to peers, drink socially, are more prone to binge-drinking, and commonly use
substances such as cocaine and marijuana in conjunction with alcohol. Research reports
enhancement as indirectly linked to drinking problems. Martens et al. (2008) explains that
drinking motives, positively and negatively reinforcing, have clear correlations with alcohol use;
however, alcohol-related problems are strongly correlated with negatively reinforcing motives.
Violence was also an indirect relation despite high alcohol intake (Chauvin, 2012). Students who
drink for social motives possess similar characteristics as enhancement drinkers due to positive
reinforcement; although, social motives are externally generated in the presence of parties,
celebrations, and social gatherings (Chauvin, 2012; Martens et al., 2008). One notable difference
is the disinterest in drug use.
Coping motives and conforming motives are two examples of negative reinforcement for
alcohol consumption. Coping motives are internally generated and conforming motives are
externally generated. Research conducted by Martens et al. (2008) documented coping and
conforming motives as the least prevalent of motives. Coping drinkers drink heavily and

frequently, similar to social and enhancement drinkers; however, students who drink for coping
purposes are commonly depressed, have alcohol-related problems, and exhibit symptoms of
abusive drinking (Chauvin, 2012). Adverse outcomes to binge-drinking are likely in this
population. In comparison to enhancement, social, and coping drinkers, students who drink to
conform drink lightly and infrequently; instead, these drinkers consume alcohol to prevent social
rejection. These students typically experience peer pressure, feel left out, and fear social
disapproval (Martens et al., 2008). Therefore, unlike the other motives described, conforming
drinkers are at substantially less risk for binge-drinking patterns.
Regardless of the particular motive, binge-drinking can elicit numerous unfavorable
outcomes. Although positive attributes are associated with alcohol consumption, excessive
drinking increases the possibility for detrimental effects (Chauvin, 2012; Terry et al., 2014). The
hindrance of interpersonal relationships, such as friendships and romantic relationships, have
been documented in research concerning unappealing facets of alcohol use (Terry et al., 2014).
Dangers are also apparent in consideration to hospitalization, drinking and driving, and sexual
regret. Each of these variables is associated with self-blame due to undesirable consequences
(Kirkpatrick et al., 2006). It is questionable why heavy alcohol consumption is viewed as
normative in college despite the magnitude and weight of consequential results.
Method
Overall Design and Rationale
The present study will follow a phenomenological design highlighting the subjective
experience of thirty individuals living in a college setting and engaging in typical college social
situations involving alcohol and binge-drinking. Although this study aims to evaluate themes of
college drinking patterns and behaviors in regards to what is deemed socially acceptable or

adversely, unacceptable, the subjective experience of each of the thirty participants will be the
focus of inquiry. To fully and most accurately obtain data, I will recruit participants to complete
diary-keeping entries on two separate mornings documenting experiences, emotions, thoughts,
and sensations in relation to their previous night drinking. This form of data collection will
eliminate the possibility for issues surrounding retrospection while also keeping the participant
focused solely on the night prior, rather than considering multiple nights drinking and the
associated subjective experiences that may not necessarily be relevant. I will remove all
information from the study that may identify any of the participants involved. In place of the
participants’ names, I will code their identities using a combination of numbers and letters. The
identity of the participants will remain completely anonymous and confidential throughout the
entirety of the study.
Participants
Thirty college students, fifteen males and fifteen females, will be selected to participate
in a two-day diary-keeping study evaluating the aftermath and regrets associated with binge-
drinking in relation to aggression, sexual aggression, dating, friendships, views of self, etc. All
participants involved will be over the legal drinking age of twenty-one. Individuals who
frequently engage in binge-drinking will be selected to provide a richness of data. The thirty
participants that will be invited to participate in the study will be previously known to the
researcher and students at West Chester University of Pennsylvania.
The individual identities of each participant will remain anonymous for reasons of
confidentiality. To ensure ethical considerations, each participant will be given an informed
consent and debriefing form outlining the details of the study as well as their individual rights to
remove themselves from the study at any time for any reason. Relevant support phone-numbers

such as Alcoholics Anonymous, Narcotics Anonymous, and Sexual Assault Hotlines will be
listed in the form to provide participants with resources if necessary. A signature will be required
from each participant prior to the diaries being administered and completed. Participants who
successfully complete the present study will receive a gift card to Wawa for the amount of $5.00
per participant. A Debriefing and Informed Consent Form is included in the Appendix below
titled ‘Appendix A’.
Materials
The Diary-Keeping Form/ Questionnaire administered to participants is included in the
Appendix labeled ‘Appendix B.’
Procedure
Participants who agree to participate in the present study will be met individually to
administer the diary-keeping forms and answer any possible questions or concerns the
participants may have. The location of each meeting is dependent upon the participant’s
preference and schedule. I will administer debriefing forms and informed consent forms to each
participant during the initial meetings and issues surrounding confidentiality and voluntary
inclusion in the study will be explained. I will obtain appropriate signatures for informed consent
prior to the participants participating in the diary-keeping forms. Participants will be informed
that they will receive a $5.00 gift-card to Wawa upon completion of the study.
Following the initial meetings, participants will complete two diary-keeping forms
individually without interaction from the researcher or other participants. It is vital that
participants do not record their names on any of the forms. Each diary-keeping form is to be
completed the morning after a night of drinking. Importantly, the participants should complete
the diary-keeping forms soberly. The forms will include background and open-ended questions

depending upon relevance. The participants will have an opportunity to elaborate on each diary
entry as they choose and deem appropriate. Background questions are used exclusively for
demographics and other necessary data such as the amount of drinks consumed and who the
participants drank with. The remainder of the questions will be open-ended. Upon completion of
two diary entries, participants are asked to contact the researcher and forms will be collected.
Once the diary-keeping forms have been collected, I will identify emerging themes and
begin coding by use of Thematic Analysis. If more information is still necessary, the researcher
will contact participants to ensure content saturation. Participants will be informed of this
possibility prior to participation.
Pilot Method and Results
Participants
Four college students, two males and two females, were selected to participate in a two-
day diary-keeping study investigating perceptions and attitudes towards binge-drinking on a
college campus. The diary-keeping forms focused on areas of interest such as aggression, sexual
aggression, dating, friendships and self-image. Each participant was over the age of twenty-one
and affiliated with West Chester University. I chose participants based upon frequency and
amount of alcohol consumption. Out of the four participants, one male and one female had
involvement with Greek life.
Results and Themes
Numerous themes emerged from the diary-keeping forms completed by the participants.
By process of comparative and thematic analysis, categories were established through a coding
process and the following themes materialized: social enhancement, lack of control, aggression,

destruction of property, sexual regret, importance of friendships, accountability, hangovers, and
academic performance.
Each participant viewed social enhancement as a positive outcome of binge-drinking and
therefore considered enhancement socialness primary motives. The four participants documented
responses expressing the belief that high intakes of alcohol will contribute to a good time, fun,
happiness, or a general sense of wellbeing. In comparison to negative motivations such as coping
or conformity, this theme seems to mirror and combine the primary positive motives of
enhancement and social purposes. Therefore, the participants all drank in a social setting of some
kind with other individuals, typically a mixed group of males and females, but never alone. The
recorded locations of alcohol consumption include the participant’s residence, a friend’s house, a
house party, or the bars. On average, participants reported consuming alcohol approximately
three days a week; however, one female participant admitted alcohol consumption up to five
days a week. One male participant elaborated on the frequency with the response, “two days a
week, depending on the celebrations/events going on that week.” This highlights the participant’s
perceived socialness of the act of drinking as opposed to consumption without purpose.
A general lack of control was a recurrent theme throughout all of the diary-keeping form
responses by actions such as physical confrontation, verbal argumentation, black-outs, and
regret. An open-ended question on the diary-keeping form inquiring, “Did your friends act in an
unacceptable way,” received consistent responses from one of the male participants such as, “as
usual,” and “does a bear poo in the woods? (Answer: yes).” The second male participant did not
report unacceptable behavior from his friends on one occasion; yet, one morning he replied,
“Probably, I don’t know, no worse than anyone else at my house last night.” These responses
emphasize the general acceptance of unacceptable behavior in the presence of alcohol and

intoxication. Interestingly, the female participants reported significantly less unacceptable
behavior from friends. An additional open-ended question in regards to controlled behavior
while under the influence asked, “where or what is your personal line?” The second male
participant expressed his personal line as, “when people yack and miss the toilet.” To this
particular individual, physical illness and making a mess is considered an unacceptable behavior
that displays lack of control. The proceeding themes- aggression, destruction of property, and
sexual regret are integrated as subcategories under the overarching theme of lack of control.
Male participants reported greater aggression in relation to physical confrontation rather
than verbal altercations which was characteristic of the female participants. The verbal
aggression documented by the female participants will be discussed further in subsequent
themes. The second male participant recalled his roommates almost getting into physical fights
with males that were not known to them. In addition, the first male participant reported “kitchen
wrestling” as a way of resolving conflict with friends. Several examples of aggression resulted in
destruction of property, the next theme illustrated.
Destruction of property was an additional theme identified with the male participants.
One of the male participants elaborated on the open-ended question, “Did your friends act in an
unacceptable way?” with the following account:
M. broke down D. and S.’s door because D. had spilt Ricotta Cheese, like, the
second week of the semester and never cleaned it up. So, M. charged at the door
and starts barging the door down. There’s a huge crack in it and now we’re all
cheering for him to break it down further. M. listens and breaks the door right off
the hinges. D. didn’t even wake up in his room. And it was his birthday.

Despite destruction of property, the action of breaking down the door was encouraged and
viewed as entertainment. The male participant who shared this story did mention that although
property was damaged, the door was replaced the next day with a closet door to resolve the
conflict. The situation was reported as hilarious to all parties involved. The same participant
reports a second instance of property damage; although, this occasion did result in conflict and
involved a potential female dating partner. The female reportedly stood on a table in the
participant’s bedroom and her high-heel punctured a hole through the surface. He responded to,
“did conflict emerge,” with “Uh, yeah. Who the fuck does that?” He noted that this situation may
cause him to be less attracted to the female: “It’s okay to have a good time but don’t break stuff
in my room.” Perhaps this is demonstrative of gender roles and what is deemed acceptable
behavior for males versus females. This possibility would have to be explored further.
Unexpectedly, sexual regret was detailed by both female participants as well as one male
participant. The male participant reported “calling a certain girl with a certain boyfriend.” He did
not share plans to make amends; rather, he stated, “No. I’m a terrible person.” Regardless of this
statement, the male participant also declared he would not lose respect for himself because he
views the behavior as “just a phase.” In the second diary form, the same male participant
admitted “calling that chick again… still has a boyfriend,” as a regret from the previous night.
The acknowledgement that the pursuit of a female in a relationship is frowned upon did not
restrain the participant from repeating the same unacceptable behavior.
Each female participant described an account of sexual regret. One of the females
regretted a sexual encounter with a previous coworker and described the situation as awkward
following the sexual activity. This participant planned on handling the uncomfortable situation
passively by waiting to see if the male texted her first. The second female participant recounted a

sexual regret related to a casual “fuck-buddy” who was attempting to initiate sexual activity with
one of her sorority sisters. When questioned how she planned to resolve the conflict she
explained, “I don’t know. He’s starting to seem like just a douche, so I’m not too sure if it’s
worth even falling for him. But I’ll see how long it takes him to text me today. Or I’ll stalk him
on social media.” The participant also clearly stated the conflict could cause her to lose respect
or attraction to the male. In the next diary-keeping form, the same participant had a second
conflict with the same male. She claimed to have ended things with her “fuck-buddy” after
catching him text another girl in her sorority despite the resolution they agreed upon following
the incident the previous night.
Although a casual and unofficial relationship, the story previously narrated caused
problems for the female participant and her friend who the male potential dating partner was
initiating sexual contact with. The female participant explained, “I asked my friend to go to the
bathroom with me to talk to her. Instead we drunkenly babbled and ended up fighting. I went up
to my fuck-buddy after and yelled at him.” However, later in the form she elaborated on the
conflict and shared her plan to calmly and soberly speak with her friend. The female participant
maintained her friendship and ended her romantic interest which highlights the importance of
friendship and the disposability of romantic interests. The male participants also valued
friendship; yet, conflicts were handled much differently. For instance, physical confrontation or
one participant documented, “buy them something (beer, pizza, etc.)”
The unacceptable behavior of friends or girlfriends, boyfriends, or potential dating
partners were described in detail. However, all participants demonstrated a lack of personal
accountability. Each of the female participants responded with a simple, “no,” when asked if
their behavior from the previous night was unacceptable. One male participant answered, “I do

not believe so,” and “Probably, I don’t know, no worse than anyone else at my house last night.”
The second male participant commented, “Don’t think so,” and “more than likely.” Still, the
inquiry regarding personal accountability offered significantly less detail and information in
comparison to the behavior of friends and romantic interests. This lack of information may be
due to impaired memory of the night prior or disinterest in sharing personal material.
Discomfort in the form of a hangover was a shared experience by each of the participants
at least one of the following mornings. Several examples of physical experiences included:
nauseous, sick, exhausted, weak, queasy, tired, and lazy. Mental discomfort was also noted:
unmotivated, fuzzy, drained, empty-headed, dizzy, and dazed. Only one female participant
reported a lessened emotional state and said she felt “bland.”
The final theme, academic performance, was mentioned by one of the female participants
as a regret of binge-drinking. She reported that she stayed out too late the previous night and was
tired in class the next day. The participant planned on making amends: “I will know better for
my next week’s class and what my limits for the night before are.”
Evaluation and Design
Ethical Consideration
The participants were instructed to complete the forms without including names or
personally identifying information to ensure anonymity. The data was organized by separating
the forms of each participant. Once I had four groups of diary-keeping forms, one group per
participant, I labeled the forms as ‘M’ for male and ‘F’ for female. Next, one of the male
participants also received a ‘1’ next to his classification of ‘M’ and the second male received a
‘2.’ The same process was executed for the female participants. This method of organization kept
the responses divided while also allowing me to know the gender and number of the participants.

Another step taken to ensure anonymity was the location the forms were stored. The
forms were kept in an individual folder with other various articles and research pertaining to the
study. This information was kept in a private location in my bedroom. In addition, I scanned the
forms and they are secured in a locked and digital folder.
Potential Limitations
My interest in the topic of binge-drinking developed with the progression of my own
patterns of alcohol abuse throughout my life. I was exposed to heavy drinking as a child by
various family members and socially throughout high-school and presently, college. Now, with
college graduation in sight, I am able to fully reflect on the past four years and how I, as well as
my drinking habits, have changed. I have accumulated a significant amount of experience in
relation to binge-drinking since freshman year in regards to myself as well as friends,
acquaintances, and strangers. The large majority of personal mistakes and regrets have originated
from binge-drinking and the associated consequences. As a result, the aim of this study was to
educate young adults, specifically college students, about the jeopardies involved in high alcohol
consumption by presenting the experiences, positive and negative, of college students
themselves.
I will offer my research to the participants involved to ensure credibility, validity, and to
receive feedback. The method of diary-keeping was employed to eliminate possible
retrospection. This form of data collection allowed participants to respond to the previous night
drinking the immediate morning after while events were still fresh in their minds. Also, alcohol
consumption effects memory retention; therefore, recording information several hours after
drinking as opposed to days later may have helped participants describe greater levels of
information. Binge-drinking can produce unfavorable results which may deter individuals from

disclosing certain facts, especially in relation to their own actions. A similar study conducted
under a larger scale may also be more reliable. A final potential validity issue may have resulted
from the age of the participants. Each of the participants included in this study were over the
legal drinking age of twenty-one; however, twenty-one year olds only compose a small portion
of the college population.
Application
In regards to the present study, the subjective accounts of four college students were
expressed and the positive and negative experiences of binge-drinking behaviors served as the
focus. Young adults may be more receptive to information regarding the consequences of binge-
drinking if the evidence is presented by individuals of a synonymous age group. Research
concerning binge-drinking is informative for college students if they choose to engage in alcohol
consumption.
It is inevitable that the college population will decide to consume alcohol, possibly
heavily and frequently. Still, it is evident that college students are aware of the adverse outcomes
associated with binge-drinking; yet, high intake of alcohol continues. Research concerning
binge-drinking in the college population can assist and contribute to intervention programs and
efforts that promote health, safety, and informed decision making. These motivational
interventions could help to reduce risky behaviors that may have detrimental and irreversible
consequences.

References
Chauvin, C. D. (2012). Social norms and motivations associated with college binge drinking.
Sociological Inquiry, 82(2), 257-281. doi:10.1111/j.1475-682X.2011.00400.x
Collins, S. E., & Spelman, P. J. (2013). Associations of descriptive and reflective injunctive
norms with risky college drinking. Psychology of Addictive Behaviors : Journal of the
Society of Psychologists in Addictive Behaviors, 27(4), 1175-1181.
doi:10.1037/a0032828
Kirkpatrick, D. C., Duck, S., & Foley, M. K. (2006). Relating difficulty: The processes of
constructing and managing difficult interaction. Mahwah, N.J: Lawrence Erlbaum
Associates, Publishers.
Martens, M. P., Rocha, T. L., Martin, J. L., & Serrao, H. F. (2008). Drinking motives and college
students: Further examination of a four-factor model. Journal of Counseling Psychology,
55(2), 289-295. doi:10.1037/0022-0167.55.2.289
Orchowski, L. M., Mastroleo, N. R., & Borsari, B. (2012). Correlates of alcohol-related regretted
sex among college students. Psychology of Addictive Behaviors: Journal of the Society
of Psychologists in Addictive Behaviors, 26(4), 782-790. doi:10.1037/a0027840
Terry, D. L. & Garey, L. & Carey, K. B.(2014). Where do College Drinkers Draw the Line?: A
Qualitative Study. Journal of College Student Development 55(1), 63-74. The Johns
Hopkins University Press. Retrieved November 3, 2014, from Project MUSE database.

Appendix A
Informed Consent for Student Class Project
The Hangover Diaries: The Phenomenological Experiences of Post Binge-Drinking Shame
and Making Amends
West Chester University
Lindy Quick
Psychology Dept.
232 West Market Street
WCU
717-659-3240
LQ771343@wcupa.edu
West Chester University
Faculty Sponsor:
Dr. Lauri Hyers
Psychology Dept.
45 Peoples Building
WCU
610-436-2925
Lhyers@wcupa.edu
You are being asked to take part in a study for a student class project. The purpose of this
project is to learn more about college students’ views and opinions regarding binge-drinking and
acceptable and unacceptable conduct associated with an intoxicated state of mind in relation to
aggression, sexual aggression, dating, friendships, views of self, etc., at a university setting
where alcohol-abuse and partying is generally accepted. You were selected as a possible
participant because you are currently a student at West Chester University and over the legal
drinking age of 21 years old. Prior to the present study you are known to the researcher and your
current drinking habits are in accordance with the aims of the study. We ask that you read this
form and ask any questions that you may have before agreeing to be in the study.
If you choose to take part, we will ask you to:
 Participate in a two-day diary study
 Document demographics and background information
 Answer general questions regarding typical drinking habits
 Answer questions regarding drinking behaviors from the previous night

 List what you regret, think, and feel (emotionally and physically) about the previous
night while drinking and the morning after
 Explain what you will do as a result of any regrets or poor decisions made
We expect that it will take about ten minutes of your time to complete each diary entry. You can
contact the faculty member at the above address and phone number to discuss the project.
The risks of participating in this project are no greater than everyday life. There are no costs for
participating. You will not directly benefit from participating. These findings will be presented to
classmates and professors. However, the results will not be published in a scholarly journal or
publication. Your identity will remain anonymous and any identifying information will be removed
from the study to ensure confidentiality. Participants will receive a gift card to Wawa for the
amount of $5.00 per person at the completion of the two day diary entries.
Your participation in this project is voluntary. You may decide not to participate, choose not to
answer any question, or stop participating at any time without any penalty. If you want to
withdraw from the project, simply stop participating. If you have any questions, contact the
faculty member listed above. Your decision whether or not to participate will have no affect
with your relationship with West Chester University of Pennsylvania.
If you have any questions about the study, please call Lindy Quick at 717-659-3240 or send an
email to LQ771343@wcupa.edu or contact through the mail at 232 West Market Street.
This is not a research study. It has not been reviewed/approved by the University
Institutional ReviewBoard. This is a class project for educational use only.
If you are willing to participate, please indicate by signing below. You will receive a copy of
this form.
Signature of Participant Date
Signature of Student Project Researcher Date

Debriefing Form:
If participating has raised any issues foryou, please contact me, the supervising instructor
(listed on the Informed Consent Form), or considering contacting local resource(s) listed
below:
National Alcoholics Anonymous Hotline: 1-844-334-1888
West Chester Alcoholics Anonymous Hotline: 1-610-696-9557
Narcotics Anonymous Hotline: 1-215-440-8400
National Sexual Assault Hotline: 1-800-656-HOPE
West Chester Sexual Assault CVC Hotline: 1-610-692-7273

Appendix B
Diary-Keeping Form/Questionnaire
Please complete this diary entry soberly.
Background questions:
How old are you?
Are you a male or female?
What year are you at West Chester University? (i.e. first year, second year, etc.)
What is your drink(s) of choice? (Wine, beer, liquor, etc.)
How much do you typically drink?
How often do you typically drink? (On average, how many days a week?)
Did you drink last night? Yes/No
If you did not drink last night, please complete this diary entry following a night
of drinking.
How much did you drink last night?
What time did you begin drinking?
What was your social group like while drinking? (i.e. males, females, a mixture)
Where were you drinking? (i.e. bars, friends, house party, your house)
Open-ended questions:
How do you feel physically?
How do you feel mentally?
How do you feel emotionally?
What might you regret from the previous night that you care to share?
Do you plan on making amends? How?

Did you act in an unacceptable way?
Could this cause you to lose respect for yourself?
Where or what is your personal line?
Did your girlfriend/boyfriend or potential dating partner act in an unacceptable way?
Did conflict emerge as a result?
How do you plan on handling or resolving this conflict?
Could this cause you to be less attracted to him or her?
Did your friends act in an unacceptable way?
Did conflict emerge as a result?
How do you plan on handling or resolving this conflict?
Could this conflict cause you to lose respect for him or her?
List what you regret, feel, and what you will do as a result. (i.e. apologize, not drink
tomorrow, etc.)
List or elaborate on any other aspects of last night you feel appropriate.

Lindy Quick PSY400-81 Final Paper

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