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Drugs & Alcohol in
Schools: Understanding
Substance Use & Abuse Instructor
Name: Peggy Rapp 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 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. 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 Instructor: Peggy Rapp, MSW _______________________________________________________________________________________________ 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. 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 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 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
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. _________________________________________________________________________________________________
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, 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. 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 1/17/10 JN |
