Addictions and the Recovery Process – SUBS 505
CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 12/12/2022
This course includes a thorough examination of the theoretical models of addiction with an introduction to the neurobiology of addiction while exploring the addiction cycle, the evaluation and treatment of addictions, the trauma that occurs with addictions, and intervention planning. In addition, the student will learn about the pharmacology of drugs.
For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
This course is designed to equip students with the theoretical basis of addictions and the ability to clinically assess and diagnose individuals with substance-related problems. In addition, students will be introduced to the neurobiology of addiction, gain an understanding of treatment options, and the psychopharmacology of drugs. Finally, they will be able to identify the dually diagnosed client and make appropriate treatment recommendations and intervention planning for the client with substance-related problems.
Textbook readings and audio/visual lecture presentations appraising theoretical concepts, pharmacology, and treatment options
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Course Overview.
Discussions are collaborative learning experiences. Therefore, the student will post the essay he/she writes for the essay assignment, explained in Section D, as a Discussion for others to read and respond to. This is to be a collegiate interaction amongst peers, giving scholarly feedback while withholding judgment or opinion. These interactions should show an ability to appraise, evaluate, and analyze current addiction models, pharmacology, stages of addiction, and co-occurring disorders. The thread must be the written essay for that module (Modules 1, 3, 5, and 6) The student is then required to read and reply to the minimum of 2 classmates’ essays. The replies must be 200 words each. Responses to others must be used to enhance an educated discussion on the concepts addressed in the questions. The student should use the knowledge gained from the readings and presentations to strengthen, support, and challenge one another’s thinking. (CLO: A, B, C, E)
The student will read the essay topic, noting carefully all the pertinent issues to address, and write a 600-word essay, drawing information from readings and presentations for that module (Modules 1, 3, 5, and 6). The essay must be strongly supported with current APA style citations and with references at the end. This is a scholarly essay, reporting from the readings and presentations and addressing everything asked in that module/week’s essay topic. The student must not write opinions, but support his/her answers to the questions by his/her readings. Opinion-based essays that have no reference to readings will render a maximum score of half-credit. (CLO: A, B, C, E)
Experiential Exercise Discussions (4)
The student will submit four 200-word threads regarding something of significance he/she has chosen to give up during the 8 modules (Modules 2, 4, 7, and 8). The student will choose something like Facebook, Twitter, texting (except for emergencies), all sweets, chocolate, soda, coffee, tea, iPod, TV, computer games, watching sports, watching the news, etc. The student is not to share anything deeply personal or potentially embarrassing. The student will keep a daily journal, and threads will summarize some of his/her thoughts related to the experience. (CLO: A, B, E)
The student will take a 25-question, open-book, open-notes, multiple-choice quiz over each module/weeks’ readings from the Doweiko (2015) text during Modules 1-6. These quizzes will cover abuse vs. addiction, pharmacology, treatment options, addiction models, and co-occurring disorders. (CLO: A, B, C, D, E, F)
Case Study Assignment
This is a comprehensive project, due during Module 7. The expectation is that the student will be able to show a working understanding of the course material. The recommended resources will enhance the student’s ability to excel in this project. The student is asked to read Rosa Lee: a mother and her family in urban America (available through MindTap Access in the course). The student will be required to complete a thorough assessment of Rosa Lee or a family member, using the Case Study Template. The student is expected to incorporate all the readings and videos into this case study. The student will use the learning materials to support his/her case study, referral, and treatment recommendations. This case study needs to be strongly supported by the literature and must be 12–15 pages. (CLO: D, E, F)