Drugs & Alcohol in Schools:
Understanding Substance Use & Abuse
Instructor Name: Dr. Michael Sedler
Address: Virtual Education Software
16201 E Indiana Ave, Suite 1450
Spokane, WA 99216
Technical Support: firstname.lastname@example.org
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.
Title: Drugs & Alcohol in Schools: Understanding Substance Use & Abuse
Instructor: Dr. Michael Sedler
Publisher: Virtual Education Software, inc. 2001, Revised 2008, Revised 2010, Revised 2013
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.
Expected Learning Outcomes
At the conclusion of this course students will be able to:
· 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
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.
As a student you will be expected to:
· Complete all four information sections showing a competent understanding of the material presented in each section.
· Complete all four section examinations, showing a competent understanding of the material presented. You must obtain an overall score of 70% or higher, with no individual exam score below 50%, and successfully complete ALL writing assignments to pass this course. *Please note: Minimum exam score requirements may vary by college or university; therefore, you should refer to your course addendum to determine what your minimum exam score requirements are.
· Complete a review of any section on which your examination score was below 50%.
· Retake any examination, after completing an information review, to increase that examination score to a minimum of 50%, making sure to also be achieving an overall exam score of a minimum 70% (maximum of three attempts). *Please note: Minimum exam score requirements may vary by college or university; therefore, you should refer to your course addendum to determine what your minimum exam score requirements are.
· 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
What Are We Facing?
Use, Abuse and Addiction
Chapter 2: A Journey Into the Mind
The Disease of Addiction
Neurons, Axons and Dendrites
Quest for Pleasure
Brain Circuits in Youth
Chapter 3: Substances & Their Effects
Alcohol in the Body
Inhalants & Hallucinogens
Performance Enhancing Drugs
Over the Counter and Prescription Drugs
Chapter 4: Wrapping It Up
What else can I do?
At the end of each chapter, you will be expected to complete an examination designed to assess your knowledge. You may take these exams a total of three times. Your last score will save, not the highest score. After your third attempt, each examination will lock and not allow further access. 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 section before you complete all questions, your information will be lost. You are expected to complete the entire exam in one sitting.
All assignments are reviewed and may impact your final grade. Exceptionally or poorly written assignments, or violation of the Academic Integrity Policy (see course syllabus for policy), will affect your grade. Fifty percent of your grade is determined by your writing assignments, and your overall exam score determines the other fifty percent. Refer to the Essay Grading Guidelines which were sent as an attachment with your original course link.
You should also refer to the Course Syllabus Addendum which was sent as an attachment with your original course link, to determine if you have any writing assignments in addition to the Critical Thinking Questions (CTQ) and Journal Article Summations (JAS). If you do, the Essay Grading Guidelines will also apply.
1) Critical Thinking Questions
There are four CTQs that you are required to complete. You will need to write a minimum of 500 words (maximum 1,000) per essay. You should explain how the information that you gained from the course will be applied and clearly convey a strong understanding of the course content as it relates to each CTQ. To view the questions, click on REQUIRED ESSAY and choose the CTQ that you are ready to complete; this will bring up a screen where you may enter your essay. Prior to course submission, you may go back at any point to edit your essay, but you must be certain to click SAVE once you are done with your edits.
You must click SAVE before you write another essay or move on to another part of the course.
2) Journal Article Summations
You are required to write, in your own words, a summary on a total of three peer-reviewed or scholarly journal articles (one article per summation), written by an author with a Ph.D. on topics related to this course (blogs, abstracts, news articles or similar are not acceptable). You may choose your topics by entering any of the Key Words (click on the Key Words button) or any other words that pertain to the course, into a search engine of your choice (Bing, Google, Yahoo, etc.). Choose a total of three relevant articles and write a thorough summary of the information presented in each article (you must write a minimum of 200 words with a 400 word maximum per JAS). Be sure to provide the URL or the journal name, volume, date, and any other critical information to allow the instructor to access and review that article. Please note, the citation of your article will not count towards meeting your minimum word count.
To write your summary, click on REQUIRED ESSAYS and choose the JAS that you would like to complete. A writing program will automatically launch where you can write your summary. When you are ready to stop, click SAVE. Prior to course submission you may go back at any point to edit your summaries but you must be certain to click SAVE once you are done with your edits. For more information on the features of this assignment, please consult the HELP menu.
You must click SAVE before you write another summary or move on to another part of the course.
Dr. Michael Sedler has presented seminars and classes throughout the Pacific Northwest and Canada. Dr. Sedler has worked as an administrator, a behavior specialist, a teacher, and a social worker within the public school setting. Dr. Sedler is an adjunct professor for two universities in the state of Washington and has been a professor for a college in Georgia. He has been a consultant for governmental agencies and worked for a state correctional facility for juveniles and for a community mental health agency. His 15 years of public education experience combined with business experience increases his knowledge base for course delivery. He has presented in schools, hospitals, and residential settings, as well as for businesses in the public and private sectors.
You may contact the instructor by emailing email@example.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.
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 firstname.lastname@example.org 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. The addendum will also note any additional course assignments that you may be required to complete that are not listed in this syllabus.
Bachman, J. (2012). Alcohol use among adolescents. Amazon Digital Services. Studies on drinking behavior of teens. (grades 7-12). www.amazon.com Download from Amazon.
Bogard, K. L. (2005). Affluent adolescents, depression, and drug use: The role of adults in their lives. Adolescence, 40(158), 281-306.
Brown, W. K. (2011). Drugs and school performance (drugs 101). Amazon Digital Services. Information on drug and alcohol impact on school grades and performance. (grades 7-12). www.amazon.com Download from Amazon.
Claes, M., Lacourse, E., Ercolani, A.-P., Pierro, A., Leone, L., & Presaghi, F. (2005). Parenting, peer orientation, drug use, and antisocial behavior in late adolescence: A cross-national study. Journal of Youth and Adolescence, 34, 401-411.
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.
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.
Hall, E. J.,
Hanson, G. (2011). Drugs and society. Burlington, MA: Jones and Bartlett. Investigates the biological impact of drugs on the body (grades 7-12). www.jblearning.com 800-832-0034.
Jacobsen, L. K.,
Mencl, E. W., Westerveld, M., & Pugh, K. R. (2004). Impact of cannabis use
on brain function in adolescents. Annals
Kuhar, M. (2011). The addicted brain. Amazon Digital Services. What science has learned about addictions. (grades k -12). www.amazon.com Download from Amazon.
Lucas, W. L. (2008) Parents’ perceptions of the Drug Abuse Resistance Education program (DARE). Journal of Child & Adolescent Substance Abuse, 17(4), 99-114.
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.
Wilson, R., & Kolander, C. (2010). Drug abuse prevention. Burlington, MA: Jones and Bartlett. Helps to develop effective drug prevention programs. (grades 4 -12). www.jblearning.com 800-832-0034.
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.