EDUC 513: Addressing
Drugs & Alcohol in Schools
Instructor
Name: Peggy Rapp
Phone: 509-891-7219
Office
Hours: 9 a.m. to 5 p.m.
PST Monday - Friday
Email: peggy_rapp@virtualeduc.com
Address: Virtual
Education Software
Technical Support: support@virtualeduc.com
* THE EXAMINATIONS FOR
THIS COURSE CAN ONLY BE TAKEN ONE TIME*
Introduction
Welcome
to Addressing Drugs & Alcohol in Schools, an interactive computer-based
instruction course, designed to give you a more comprehensive understanding of
alcohol, drugs, and their influences in your classroom. Addressing Drugs &
Alcohol in Schools provides a contextual framework for understanding what
students may be experiencing through their own substance use or the impact of
substance use around them. The course
provides a basic historical perspective of substance use along with
descriptions of biological, psychological, and social factors that comprise the
disease of addiction. This program will
help you better understand a multitude of complex dynamics that contribute to
this biological and social phenomenon.
This
computer-based instruction course is a self-supporting program that provides
instruction, structured practice, and evaluation all on your home or business
computer. Information on installation and technical support can be found, and
will be covered in detail, in the User Guide section of your computer software.
Course Materials
Title: Drugs & Alcohol in Schools:
Understanding Substance Use & Abuse ®
Publisher:
Virtual Education Software, Inc.
©2001, Revised 2008
Instructor: Peggy Rapp, MSW
Please keep the CD. There is a $25 replacement fee for CD-roms if
you need to replace yours due to theft, damage, misplacement, etc. Call 1-800-313-6744, with your credit card
information, if you need a replacement.
_______________________________________________________________________________________________
Academic
Integrity Statement
The structure and format of most
distance-learning courses presume a high level of personal and academic
integrity in completion and submission of coursework. Individuals enrolled in a
CBI distance-learning course are expected to adhere to the following standards
of academic conduct.
Academic Work
Academic
work submitted by the individual (such as papers, assignments, reports, tests)
shall be the student’s own work or appropriately attributed in part or in whole
to its correct source. Submission of commercially prepared (or group prepared)
materials as if they are one’s own work is unacceptable.
Aiding Honesty in Others
The individual will encourage honesty in
others by refraining from providing materials or information to another person
with knowledge these materials or information will be used improperly.
Violations
of these academic standards may result in the assignment of a failing grade and
subsequent loss of credit for the course.
Level
of Application
This
course is designed to be an informational course, with application in work or
work-related settings. The intervention
strategies were designed to be used in the remediation of alcohol and
drug-related behavioral problems with students, ranging in age from
approximately 10 to 18 years. Some alterations may be needed if working with
younger children.
Course Objectives
·
To understand the history of
alcohol and drugs in society and their impact on current beliefs in our culture
·
To develop a basic understanding
of the “biopsychosocial” nature of addiction
·
To understand the disease concept
of addiction
·
To identify different drugs and
their effects on the body
·
To understand the effects of
substance abuse on child development and family systems
·
To develop a foundation of
understanding of prevention, intervention and supports
Course
Description
Addiction is defined as a
“biopsychosocial” disease. Addressing
Drugs & Alcohol in Schools will explore each of these three elements individually,
and then, discuss their interactions and impact on the substance using
person. The information will be further
processed in order to more readily translate that information into practical
application in the classroom. To
establish a broader context for understanding substances and their addictive
qualities, the course will begin with the “social” component of the
“biopsychosocial” disease. This provides
a backdrop that looks at the history of drugs and alcohol in society and what
current societal perceptions prevail.
The second chapter of this course will
address the biological and physiological basis of addiction. Starting with general drug classifications,
we will study specific drugs and their effects.
While understanding the properties of the drugs, we will further examine
what happens to the basic physiology when chemicals are introduced. Finally, after understanding physiological
reactions, we will explore how use progresses into addiction and the evolution
of addiction as a “disease.”
The triad is complete as we examine the
psychological factors impacting the disease.
The main focus of this chapter is a brief study of child development and
the impact on stages of development if the child begins using substances. Development will be discussed also in terms
of impact due to parental use of chemicals.
From these issues, we will further explore family roles and rules that
emerge in the family system.
Since
the course is designed to increase your understanding and awareness of drugs
and addiction, the final chapter builds upon what you have learned and offers
options for how to respond. These
options look at how to most effectively and appropriately manage the effects of
substance use as it impacts your students and classroom. A review of various support groups and
resources that are available is included.
Student Expectations
As
a student you will be expected to:
·
Complete all information chapters covering Addressing Drugs & Alcohol in Schools, showing a competent
understanding of the material presented.
·
Complete all chapter examinations, showing a competent understanding of the
material presented.
·
Complete a review of any chapter
on which your examination score was below 70%.
·
Complete all course journal
article and essay writing assignments with the minimum word count shown for
each writing assignment.
·
Complete a course evaluation form
at the end of the course.
_________________________________________________________________________________________________
Chapter Topics
Chapter
1: Introduction
Instructor
Video
Introduction
History
What
are we facing?
Common
Terms
Use,
Abuse and Addiction
Chapter
2: A Journey into the Mind
Instructor
Video
Genetics
The
Disease of Addiction
Neurochemistry
Neural
System
Neurons,
Axons and Dendrites
Neurotransmitters
Quest
for Pleasure
Brain
Circuits in Youth
Chapter
3: Substances and their Effects
Instructor
Video
Alcohol
Alcohol
in the Body
Nicotine
Marijuana
Inhalants
and Hallucinogens
Stimulants
Opiates
Performance
Enhancing Drugs
Over
the Counter and Prescription Drugs
Chapter
4: Wrapping it up
Instructor
Video
What
now?
What
else can I do?
Conclusion
_________________________________________________________________________________________________
Examinations
At the end of each chapter, you will be
expected to complete an examination designed to assess your knowledge. THE EXAMINATIONS FOR THIS COURSE CAN ONLY BE TAKEN ONE TIME.
After your first attempt each examination will lock and not allow further
access. Your final grade for this course will be determined by calculating an
average score of all exams. This score will be printed on your final
certificate. As this is a self-paced computerized instruction program, you may
review course information as often as necessary. You will not be able to exit
any examinations until you have answered all questions. If you try to exit the
exam before you complete all questions, your information will be lost. You are
expected to complete the entire exam in one sitting.
_________________________________________________________________________________________________
Writing Assignments
This course has two required writing components.
To save your essays:
Macintosh: When you select the
question or article you wish to write on, simple text or text edit will
automatically be launched. When you are finished, simply click on FILE>SAVE.
Do not select SAVE AS. You do not
need to give the document a name before saving. When you are done, select
FILE>QUIT. You must quit before you
write another essay.
Windows: When you select the
question or article, Notepad will automatically launch. When you are finished,
click on FILE>SAVE. Do not select
SAVE AS. You do not need to give the document a name before saving.
1)
Essay
Requirement: Critical Thinking Questions
There is a critical thinking question for each
chapter or section. You will do research
on the question and write a brief essay relating it to the course content (and
your personal experiences when possible).
To view the questions, click on ESSAY REQ, and then on CRITICAL THINKING
QUESTIONS. You will see the questions,
one for each chapter or section. Click
on the question you would like to work on; this will bring up a screen where
you can enter your essay. You must write
a minimum of 500 words per essay.
2) Essay Requirement: Journal Articles
This task requires you to
write a review of three journal articles of your choice on a topic related to
this course. You may choose your topic
by entering the Key Words (click on the Key Words button) into a search engine
of your choice (Google, Dogpile, Yahoo, etc.). Choose three relevant articles
and write a 200-word review of each. You may also access the ERIC system and
choose a related topic from a journal listed in that system. Or you can access www.scholar.google.com or www.findarticles.com .Write a critical
summary of the information given in each article, explaining how the
information relates to, supports, or refutes information given in this course.
Conclude your paper with your thoughts and impressions. (200 words per journal
article minimum.) Be sure to provide the journal name, volume, date, and any
other critical information to allow the instructor to access and review that
article.
To write your essays, click
on ESSAY REQ. In the dialog box below that, click on JOURNAL ARTICLE
ASSIGNMENT; this will expand the folder which contains links to the screens
where you can write your reviews. When
you are ready to stop, click on FILE>SAVE.
You may go back at any point to edit your essays. For more information on the features of this
assignment, please consult the HELP menu.
__________________________________________________________________________________________
Instructor Description
Peggy
Rapp, MSW, is a licensed clinical social worker with 25 years of experience in
the field of mental health, substance abuse and the elderly. She currently is
the Assistant Dean of Professional Studies at
_________________________________________________________________________________________________
Contacting the Instructor
You may
contact the instructor by emailing peggy_rapp@virtualeduc.com or by calling
(509) 891-7219 Monday through Friday, 9 a.m. – 5 p.m. PST. When calling during
office hours messages will be answered within 24 hours. Phone conferences will
be limited to ten minutes per student, per day, given that this is a self-paced
instructional program. Please do not contact the instructor about technical
problems, course glitches, or other issues that involve the operation of the
course.
Technical
Questions
If you have questions or problems related to the
operation of this course CD, please try everything twice. If the problem
persists please check our support pages for FAQs and known issues at
www.virtualeduc.com and also the Help section on your course disk.
If you need personal assistance then email support@virtualeduc.com
or call (509) 891-7219. When contacting
technical support, please know your course version number, it is printed on the
CD label, your operating system and be seated in front of the computer at the
time of your call.
Minimum Requirements
Macintosh Operating Systems
Mac OS 9.x or OS 10.x, 256MB of RAM and 5MB of free hard disk space,
15" or larger color monitor with a minimum resolution of 800x600, CD
driver 4x minimum speed and a printer connected to your computer.
Windows Operating Systems
Windows 2000, XP Home, Professional or newer, 256MB of RAM and 5MB of
free hard disk space; 15" or larger color monitor with a minimum
resolution of 800x600, CD driver 4x minimum speed and a printer connected
to your computer.
Please
contact VESi if you have any questions about the compatibility of these
systems.
_________________________________________________________________________________________________
Refer to the addendum included with your software package regarding
Grading Criteria, Course Completion Information, Items to be Submitted, and
where to send your completed information.
_________________________________________________________________________________________________
Bibliography (Suggested readings)
Bogard, Kimber L. (2005). Affluent adolescents, depression, and drug use: The
role of adults in their lives. Adolescence,
40(158), 281-306.
Chambers, Jamie
C., & Henrickson, Teresa. (2002). "Drugships": How kids make relationships
with addictive behaviors. Reclaiming Children and Youth, 11.
Claes, Michel,
Lacourse, Eric, Ercolani, Anna-Paula, Pierro, Antonio, Leone, Luigi, &
Presaghi, Fabio. (2005). Parenting, peer orientation, drug use, and antisocial
behavior in late adolescence: A cross-national study. Journal of Youth and Adolescence, 34, 401-411.
Epstein, J. A.,
Botvin, G. J. and Spoth, R. (2003).
Which psychosocial factors are related to drinking among rural
adolescents? Journal of Child and
Adolescent Substance Abuse, 13(1), 19-35.
Flory, K., Lynam,
D., Milich, R., Leukefeld, C., and Clayton, R. (2004). Early adolescent through
young adult alcohol and marijuana use trajectories: Early predictors, young
adult outcomes, and predictive utility. Development
and Psychopathology, 16, 93-213.
Garnier, Helen
E., & Stein, Judith A. (2002). An 18-year model of family and peer effects on
adolescent drug use and delinquency. Journal of Youth and Adolescence, 31, 45-66.
Giancola, Peter
R., & Parker, Andrew M. (2001, March). A six-year prospective study of pathways toward drug
use in adolescent boys with and without a family history of a substance use
disorder. Journal of Studies on Alcohol, 62(2),
162-178.
Goldschmidt, L.,
Richardson, G. A., Cornelius, M. D., & Day, N. L. (2004). Prenatal
marijuana and alcohol exposure and academic achievement at age 10. Neurotoxicology and Teratology, 26,
521-532.
Gosh-Dastidar,
B., Longshore, D., Ellickson, P., & McCaffrey, D. (2004). Modifying
pro-drug risk factors in adolescents: Results from Project ALERT. Health Education & Behavior, 31(3),
318-334.
Guyll, M., Spoth,
R.L., Chao, W., Wickrama, K.A.S., & Russell, D. (2004). Family-focused
preventive interventions: Evaluating parental risk moderation of substance use
trajectories. Journal of Family
Psychology, 18(2), 293-301.
Hussong, Andrea M. (2002, June).
Differentiating peer contexts and risk for adolescent substance use. Journal of Youth and Adolescence, 31.
Jacobsen, L. K.,
Mencl, E. W., Westerveld, M., & Pugh, K. R. (2004). Impact of cannabis use
on brain function in adolescents. Annals
of the New York Academy of Sciences, 1021, 384-390.
Keller, Thomas
E., Catalano, Richard F., Haggerty, Kevin P., & Fleming, Charles B. (2002).
Parent figure transitions and delinquency and drug use
among early adolescent children of substance abusers. American
Journal of Drug and Alcohol Abuse, 28(3), 399-427.
Kelly, Kathleen
J., Comello, Maria Leonora G., & Hunn, Liza C. P. (2002). Parent-child communication, perceived sanctions
against drug use, and youth drug involvement. Adolescence, 37(148),
775-787.
Maddi, Salvatore
R., Wadhwa, Pathik, & Haier, Richard J. (1996). Relationship of hardiness to alcohol and drug use in
adolescents. American Journal of Drug and Alcohol Abuse,
22, 247-257.
Naylor, Adam H.,
Gardner, Doug, & Zaichkowsky, Len. (2001, Winter). Drug use patterns among high school athletes and
nonathletes. Adolescence, 36,
627-639.
Randoph, K.A.,
Fraser, M.W. and Orthner, D.K. (2004). Educational resilience among youth at
risk. Substance Use and Misuse, 39(5), 747-767.
Shinew, K. J.,
& Parry, D. C. (2005). Examining college students' participation in two
popular leisure pursuits, drinking and illegal drug use. Journal
of Leisure Research, 37(3), 364-386.
Tapert, Susan F.,
Brown, Sandra A., Myers, Mark G., & Granholm, Eric. (1999, July). The role of neurocognitive abilities in coping with
adolescent relapse to alcohol and drug use. Journal
of Studies on Alcohol, 60(4), 500-508.
Thompson, P. M.,
Hayashi, K. M., Simon, S. L., Geaga, J. A., Hong, M. S., Sui, Y., Lee, J. Y.,
Toga, A. W., Ling, W., & London, E. D. (2004, June). Structural
abnormalities in the brains of humans who use methamphetamines. Journal of Neuroscience, 24(26),
6028-6036.
White, William L,
Dennis, Michael L, & Godley, Mark D. (2002). Adolescent substance abuse disorders: From acute
treatment to recovery management.
Reclaiming Children and Youth, 11.
Winkelby, M. A., Feighery, E., Dunn, M., Kole, S., Ahn, D., & Killen, J. D. (2004). Effects of an advocacy intervention to reduce smoking among teenagers. Archives of Pediatric and Adolescent Medicine, 158, 269-275.
Updated 2-22-08