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EDUC 513: Addressing
Drugs & Alcohol in Schools Instructor
Name: Peggy Rapp, MSW, PhD Phone: 509-891-7219 Office
Hours: 8 a.m. to 5 p.m. PST Monday - Friday
Email: peggy_rapp@virtualeduc.com Address: Virtual
Education Software 16201 E Indiana Ave,
Suite 1450 Spokane,
WA 99216 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 school computer. Technical support information can be found,
in the Help section of your course. Course Materials
Title: Drugs & Alcohol in Schools:
Understanding Substance Use & Abuse ® Publisher:
Virtual Education Software, inc.
©2001, Revised 2008, Revised 2010 Instructor: Peggy Rapp, MSW, PhD 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 will 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 with a minimum score of 70% or higher. ·
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
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
& 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 -- THE EXAMINATIONS FOR THIS
COURSE CAN ONLY BE TAKEN ONE TIME.
At the end of each course chapter, you will be expected to complete
an examination designed to assess your knowledge. The average from your exam scores will be
printed on your certificate. However,
this is not your final grade since your required writing assignments have not
been reviewed. Exceptionally written
or poorly written required writing assignments, or violation of the academic
integrity policy in the course syllabus, will affect your grade. 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: 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 SAVE.
You must SAVE before you
write another essay or move on to another part of the course. 1)
Essay
Requirement: Critical Thinking
Questions There is a Critical Thinking Question for each
chapter. 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 REQUIRED ESSAY and choose the Critical Thinking Question that you would
like to complete; this will bring up a screen where you may enter your
essay. You must write a minimum of 500
words per essay. You must
SAVE before you write another essay or move on to another part of the course. 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, 400 words maximum.) 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 REQUIRED ESSAY and choose the Journal Article that you would like to
complete; this will bring up a screen where you can write your review. When
you are ready to stop, click 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. You must
SAVE before you write another essay or move on to another part of the course. Instructor Description
Peggy
Rapp, MSW, PhD, 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 Student Success at Concordia College –
New York and works as a consultant for the Southern Westchester Board of
Education (BOCES). Prior to her career in higher education, she provided
services to dually diagnosed individuals through Contacting the Instructor
You may
contact the instructor by emailing peggy_rapp@virtualeduc.com or by calling
(509) 891-7219 Monday through Friday, 8 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, 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 of your course. 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
located at the bottom left side of the Welcome Screen) and your operating
system, and be seated in front of the computer at the time of your call. Minimum
Computer Requirements Please
refer to VESi’s website: www.virtualeduc.com
or contact VESi if you have further questions about the compatibility of your
operating system. Refer to the addendum
regarding Grading Criteria, Course Completion Information, Items to be
Submitted, and how to submit 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. 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.
Hall, E. J.,
Hall, 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 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. Lucas, W. L. (2008) Parent’s perceptions of the Drug Abuse Resistance Education program (DARE). Journal of Child &Adolescent Substance Abuse, 17(4), 99-114. 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. Course content is updated every three years. Due to this update timeline, some URL links may no longer be active or may have changed. Please type the title of the organization into the command line of any Internet browser search window and you will be able to find whether the URL link is still active or any new link to the corresponding organization's web home page. Updated 7/15/10 JN |
