WEBER STATE UNIVERSITY
Department of Social Work and Gerontology
COURSE OUTLINE FALL 2011
SOCIAL WORK 4140 - PERSPECTIVES IN DRUG USE AND SUBSTANCE ABUSE
COURSE: Social Work 4140 - Perspectives in Drug Use and Substance Abuse
CREDIT: Three (3) Semester Hours
PREREQUISITES: None
TIME: Tuesday, 5:30-8:20 p.m.
LOCATION: Social Science Building, Room 101
INSTRUCTORS: Mark O. Bigler, LCSW, PhD, Corina D Segovia-Tadehara, MSW, PhD,
Kerry Kennedy, LCSW, PhD, Steven C. Vigil, LCSW
OFFICE: Social Science Building, Room 142
OFFICE HOURS: See individual instructor’s schedule
PHONE: (801) 626-6156 (Bigler), (801) 626-6935 (Segovia-Tadehara), (801) 626-6155
(Kennedy), (801) 626-6408 (Vigil)
E-MAIL ADDRESS: mbigler@weber.edu, ctadehara@weber.edu, kerrykennedy@weber.edu,
svigil@weber.edu
REQUIRED TEXT: REFER TO READING LIST
COURSE DESCRIPTION
Drug use and substance abuse are persistent and pervasive social concerns. This course, team taught by a group of social work professionals with various areas of expertise on the subject, will consider these issues across the lifespan and address drug use and substance abuse prevention, treatment, and public policy as they affect and relate to individuals, groups, families, organizations, and communities. Course material will draw on current research, theory, and practice experience
COURSE OBJECTIVES
After participating in this course, students will be able to:
1. Develop an awareness of social and health issues related to drug use and substance abuse.
2. Apply the strengths perspective to drug use prevention and substance abuse treatment.
3. Apply critical thinking to drug use prevention, substance abuse treatment, and the development and implementation of drug policy.
4. Understand issues of drug use prevention, substance abuse treatment, and drug policy as applied to different cultures, ethnicities, genders, sexualities, abilities, economic positions, ages,
5. Recognize the forms and mechanisms of oppression and discrimination as these relate to drug use, substance abuse, and drug policy and apply the strategies and skills of change that advance social and economic justice by researching, analyzing, and critically evaluating traditional and alternative paradigms.
6. Describe the variety of roles of social workers and other health and helping professionals in drug use prevention, substance abuse treatment, and the development and implementation of drug policy.
7. Develop an awareness of community, state, national, and international resources related to drug use, substance abuse, and drug policy.
8. Identify strengths, limitations, and applications of health, behavioral and social science theories of drug use prevention, substance abuse intervention, and drug policy.
9. Explain the scientific and analytic approach to building knowledge for practice and evaluation of drug-related service delivery and policy.
THEORETICAL FRAMEWORK
Drug use and substance abuse are traditionally addressed from a theoretical position of pathology, focusing primarily on individual choice, personality deficits, and character flaws. This course will examine drug use, substance abuse, and drug policy considering drug-related behavior in the context of the social environment. While acknowledging individual choice and responsibility, this course will address these issues from a strengths perspective and will draw on a wide range of both traditional and alternative multidisciplinary theories and models of prevention, intervention, and policy development.
CLASS FORMAT
This course will be taught by a team of professional social workers with various areas of expertise on drug use, substance abuse, and drug policy. Portions of the course will conducted in a traditional didactic (lecture) format. However, because learning involves not only the acquisition of facts and information, but the examination of prior knowledge and personal experience as well, the format of this class will also be largely experiential, making frequent use of structured exercises, audiovisual material, and guest presenters. The learning experience will rely heavily on the participation of class members for planned exercises, role-playing, student panels, and small and large group discussion. Attendance and participation are crucial to your learning and that of others in the class.
ASSIGNMENTS
Drug Brochure (100 total points)
Each student will select a drug and develop a two page educational handout. The handout one will have:
PAGE ONE
a. Description of the drug
b. Effects of the drug, short-term and long-term
c. Symptoms of use of the drug
d. Interventions and treatment approaches utilized on a bio/psycho/social/micro/mezzo/macro level of practice
PAGE TWO
Ten (10) internet, book, journal, foundations, or other resources that allow consumers to educate themselves or obtain more information on the specific disorder. Information must be within the last two (2) years.
DUE DATE: November 8.
Section Papers (200 total points)
Students will write a 3-5 page paper for each of the four major sections of this course (50 points each). These papers will be an opportunity for the student to analyze and synthesize information presented by each member of the instructional team. Individual instructors will provide specific details regarding expected content for her/his section of the course. However, all papers should adhere to the following formatting guidelines: 10- or 12-point font, double-spaced, one-inch margins on all sides, assigned title centered at the top of the first page (no extra space between the title and the text), no page numbers, single staple in the upper left-hand corner, and name printed legibly in the upper left-hand corner on the back of the last page. In addition to these specific directions, APA format should be used. DUE DATES: September 20, October 11, November 1, November 22.
Final Project (100 points)
Class members will divide into self-selected groups of 3-4 students each. Each small group will identify a topic of interest for further research related to drug use, drug use prevention, substance abuse, substance abuse treatment, or drug policy . The group will study the selected topic and prepare a 30-minute presentation to be given on the last day of class. The presentation should introduce class members to the selected topic and discuss its relevance and social implications. In addition, the group should discuss in its presentation possible answers/solutions to questions or problems raised and conclude with a consideration of the future of selected topic. Presentations should be both informative and interesting. Students are encouraged to make use of various media technologies and presentation styles/formats.
On or before week 7, each group will submit to the instructors a list of names of group members and a brief abstract (25-50 words) describing the issue the group has selected to investigate. The abstract must include a specific research question that will guide the group’s study and will be worth 25 points for each member of the group.
The group presentation will be worth 50 points and will be evaluated both by class members and the instructor in the following areas: overall quality, thoroughness, clarity, creativity/originality, and application to social work practice.
Each group will also prepare a brief, two-page summary of the topic discussed (10- or 12-point font, double-spaced, one-inch margins on all sides, theory title centered at the top of the page with no extra space between the title and the text) and provide a copy for every member of the class to be distributed on the day of the presentation. This summary will be worth 25 points. DUE DATES: Group and topic approval, October 5; presentations and summaries, November 22.
GRADING
The grade for this course is determined by the total points earned. The final grade will be awarded according to the following percentage scale: A 96-100%; A- 92-95%; B+ 88-91%; B 85-87%; B- 81-84%; C+ 76-80%; C 72-75%; C- 69-71; D+ 66-68%; D 63-65%; D- 60-62%; E 0-59%.
Criteria Points Possible
1. Drug brochure 100
2. Section papers 200
4. Final project 100
Total 400
STUDENTS WITH DISABILITIES
Any student requiring accommodations or services due to a disability must contact the Services for Students with Disabilities (SSD) office located in the Student Services Building, room 181 (626-6413). SSD can make arrangements for course materials, including this syllabus, in alternative formats if necessary.
WRITING EXPECTATIONS
As with other courses taught in the Department of Social Work and Gerontology, SOWK 3100 has among its objectives the improvement of students’ writing and analytical skills. Spelling, grammar, and coherent writing will be taken into consideration on all exams and assignments. Students are encouraged to make use of the free services of the Writing Center located in Elizabeth Hall, room 210 (626-6463).
PLAGIARISM
Students are encouraged to work together. However, cheating or copying another student’s work, past or current, without proper referencing is grounds for expulsion from Weber State University.
LATE WORK
All work is expected to be completed and turned in on or before the day it is due. If you anticipate being absent from class, you are welcome to complete and turn in work before it is due. If you miss class, it is your responsibility to check with fellow students or the instructor to get assignments that may be due the following week. Late work will NOT be accepted.
CLASSROOM RULES
1. Self-disclosure is often an important part of the learning process and can lead to valuable personal insight. To encourage the learning process, all personal disclosures made in class will be respected, will be held in confidence by all others, and will not be repeated outside of the classroom.
2. Though individual participation is strongly encouraged, each student has the right to choose not to participate in class discussion or exercise.
3. No question will be considered silly or stupid if asked seriously. Putdown comments are not allowed.
4. All feelings and opinions are valid, even negative ones. Although these feelings will differ from person to person, all feelings will be respected.
5. References to ethnic/racial and other minority groups should be made using language and terminology that is respectful and reflects an understanding of the "personhood" of members of that particular group.
6. When referring to someone’s partner, the use of non-heterosexist terms is preferred (e.g. mate, significant other, lover, or partner rather than husband, wife, etc.).
7. Cell phones and pagers will be turned off during class time. Phones that ring during class will be answered by the instructor.
8. Classroom rules apply to both students and the instructor.
*****************************************************************************************************
TOPICAL OUTLINE-TENTATIVE
WEEK DATE TOPIC ASSIGNED READINGS
1 08/23 Introduction: All instructors - Drugs, statistics, social context TBA--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
2 08/30 Section 1: Vigil - Diagnostics, DSM IV TBA
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
3 09/06 Vigil - Assessment tools (MAST, SASSI), drug types and mode of use, abuse v. dependency TBA
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
4 09/13 Vigil - Drug use/substance abuse in children and adolescents TBA
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
5 09/20 Section 2: Tadehara - Drug use/substance abuse and ethnicity TBA
**SECTION 1 PAPER DUE**
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
6 09/27 Tadehara - Drug use/substance abuse and gender TBA
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
7 10/04 Tadehara - Drug use prevention and substance abuse treatment with groups TBA
**PRESENTATION GROUPS AND TOPICS DUE**
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
8 10/11 Section 3: Kennedy - Drug use prevention and substance abuse treatment with individuals TBA
**SECTION 2 PAPER DUE**
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
9 10/18 Kennedy - Stages of change, motivational interviewing TBA
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
10 10/25 Kennedy - Evaluation of drug use and substance abuse treatment TBA
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
11 11/01 Section 4: Bigler - Drug use/substance abuse and sexuality TBA
**SECTION 3 PAPER DUE**
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
12 11/08 Bigler - Harm reduction TBA
**DRUG BROCHURE DUE**
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
13 11/15 Bigler - Drug policy, drug substitution/maintenance TBA
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
14 11/23 All instructors TBA
**SECTION 4 PAPER DUE**
**GROUP PROJECT PRESENTATION**
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
15 11/29 All instructors - Future directions, wrap-up, feedback TBA
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
SOCIAL WORK 4140 - PERSPECTIVES IN DRUG USE AND SUBSTANCE ABUSE
READINGS
SECTION 1 (VIGIL)
WEEK 2: DIAGNOSTICS, DSM-IV
Doweiko, H. (2009). Dual diagnosis. In Concepts of chemical dependency (7th ed., ch 24). Belmont, CA: Brooks/Cole.
WEEK 3: ASSESSMENT TOOLS
Doweiko, H. (2009). Co-dependency and enabling. In Concepts of chemical dependency (7th ed., ch 25). Belmont, CA: Brooks/Cole.
WEEK 4: WORKING WITH CHILDREN AND ADOLESCENTS
Doweiko, H. (2009). Chemical abuse by children and adolescents. In Concepts of chemical dependency (7th ed., ch 23). Belmont, CA: Brooks/Cole.
SECTION 2 (SEGOVIA-TADEHARA)
WEEK 5: ETHNICITY
Brown, J. T., Davis, M. I., Jason, L. A., & Ferrari, J. R. (2006) Chapter 7: Stress and coping: The roles of ethnicity and gender in substance abuse recovery. In L. A. Jason et al. (Eds.), Creating communities for addiction recovery: The Oxford house model (pp. 75-84). Philadephia, PA: Haworth.
Resnicow, K., Saler, R., Braithwaite, R. L., Ahluwalia, J. S., & Butler, J. (2000). Cultural sensitivity in substance use prevention. Journal of Community Psychology, 28(3), 271-290.
WEEK 6: GENDER
Godfrey, J. R. (2007). Toward optimal health: Kathleen Brady, Ph.D., M.D., discusses challenges of substance abuse in women. Journal of Women's Health, 16(2), 163-167.
Kakoli, B., Howard, M., Mansheim, K., & Beattie, M. (2007). Comparison of health realization and 12-step treatment in women's residential substance abuse treatment programs. The American Journal of Drug and Alcohol Abuse, 33, 207-215.
WEEK 7: GROUPS
Halliday, K. S., Golden, S. J., & McAuliffe, W. E. (1999). Modified group therapy for substance abusers: A psychodynamic approach to relapse prevention. In E. J. Khantzian (Ed.), Treating addiction as a human process (pp, 554-568). Boulder, CO: Jason Aronson.
Smock, S. A., Trepper, T. S., Wetchler, J. L., McCollum, E. E., Ray, R., & Pierce, K. (2008). Solution-focused group therapy for level 1 substance abusers. Journal of Marital and Family Therapy, 34(1), 107-120.
SECTION 3 (KENNEDY)
WEEK 8: WORKING WITH INDIVIDUALS
Johnson, J. (2004). The art of client engagement. In Fundamentals of substance abuse practice (pp. 92-127). Belmont, CA: Thompson.*
White, W. (1998). The program of Alcoholics Anonymous. In Slaying the dragon (pp.143-155). Bloomington, IL: Chestnut Health Systems.
(*The Johnson chapter will be used in both weeks 8 and 9.)
WEEK 9: TTM AND MOTIVIATIONAL INVERVIEWING
Miller, W. & Roonick, S. (2002). Why do people change? In Motivational interviewing: Preparing people for change (pp. 33-42). New York: Guilford
WEEK 10: EVALUATION
Eliason, M. (2007). What are evidence based practices? In Improving substance abuse treatment: An introduction to the evidence-based practice movement. (pp. 9-26). Thousand Oaks, CA: Sage.
SECTION 4 (BIGLER)
WEEK 11: DRUG USE/SUBSTANCE ABUSE AND SEXUALITY
McKay, A. (2005). Sexuality and substance use: the impact of tobacco, alcohol, and selected recreational drugs on sexual function. The Canadian Journal of Human Sexuality, 14(1/2), 47-56..
(Available at: http://www.thefreelibrary.com/Sexuality+and+substance+use%3a+the+
impact+of+tobacco%2c+alcohol%2c+and...-a0138441443)
WEEK 12: HARM REDUCTION
Bigler, M. O. (2005). Harm reduction as a practice and prevention model for social work. Journal of Baccalaureate Social Work Education, 10, 69-86.
Bigler, M. O. (2005). A European alternative to the "war on drugs:" Examining Switzerland’s harm reduction-based national drug policy. Connections: European Studies Annual Review, 1, 88-102.
(Available at: http://europe.byu.edu/connections/vol1_2005.pdf)
WEEK 13: DRUG POLICY
Bigler, M. O. (2007). Drug policy and the European Union: Challenges related to EU expansion. Connections: European Studies Annual Review, 3, 27-37.
(Available at: http://europe.byu.edu/connections/vol3_2007.pdf)
Goode, E. (2008). Drugs in American Society (7th ed., ch. 4). New York: McGraw-Hill.