CARE08069 2022 Addiction Studies

General Details

Full Title
Addiction Studies
Transcript Title
Addiction Studies
Code
CARE08069
Attendance
N/A %
Subject Area
CARE - Social Studies
Department
SOCS - Social Sciences
Level
08 - NFQ Level 8
Credit
05 - 05 Credits
Duration
Semester
Fee
Start Term
2022 - Full Academic Year 2022-23
End Term
9999 - The End of Time
Author(s)
majella mulkeen, Jessica Mannion
Programme Membership
SG_HSOCI_H08 202200 Bachelor of Arts (Honours) in Social Care Practice SG_HSOCP_H08 202300 Bachelor of Arts (Honours) in Social Care Practice SG_HSOCI_H08 202300 Bachelor of Arts (Honours) in Social Care Practice
Description

Addiction Studies addresses both substance and behavioural addictions. This module gives students access to a wide range of theoretical frameworks and the examination of the development of Irish social policy and legislation that underpin the study of addiction. The student will engage in practice based learning that will introduce them to an understanding of addictive behaviour and basic intervention skills that a practitioner could use to support this client group. Prevention, treatment and rehabilitation is examined throughout this module. The effects, basic intervention and awareness skills and supports for the family and community effected by addiction is also be explored.

This module maps to the CORU Standards of Proficiency below:

Domain 1: Professional Autonomy and Accountability

Domain 2: Communication, Collaborative Practice and Team working

Domain 3: Safety & Quality

Domain 4: Professional Development

Domain 5: Professional Knowledge and Skills

Learning Outcomes

On completion of this module the learner will/should be able to;

1.

Design and implement an addiction awareness campaign or workshop that creatively engages a specific target audience (Domain 1.23; 2.1; 3.12; 5.1; 5.16).

2.

Demonstrate an understanding of basic intervention skills, and prevention, treatment and rehabilitation services for those with addictive behaviours or their families (Domain 1.23; 2.1; 4.4; 5.1; 5.16).

3.

Demonstrate an understanding on the addiction studies knowledge that has been learnt on the module and can apply this practically. (Domain 1.9, 1.19; 3.6; 5.1, 5.4, 5.5, 5.6).

4.

Reflect on key learning experiences and self-assess their work.

Teaching and Learning Strategies

Accessible course material

Active Learning

Consider diverse learning abilities

Debate

Discussions

Enquiry-based learning

Fieldtrips

Flipped classroom

Group work

Inclusive teaching

Integrate prior knowledge

Interactive

Lectures

Peer-review

Planning

Presentation

Problem Solving

Reading

Reflect

Research

Short Quizzes

Tutorials

UDL

Use of Moodle as a repository

 

Module Assessment Strategies

Summative assessment: Addiction awareness campaign/ workshop

In groups of 5 student swill devise an addiction awareness campaign/ workshop (on a topic of their choice) and present this creatively to the class. This can be a substance or behavioural addiction. Make clear who the intended audience is e.g. drug users, at risk, young people, practitioners, families etc.

In this awareness campaign they should where relevant include the following:

  • Causes, characteristics and process of addiction
  • Effects of addiction on the family
  • Intervention skills
  • Treatment, education and rehabilitation services

This campaign must be presented creatively and this does not have to happen in the traditional presentation sense. They can show a pre-recorded video or do it live. Make use of visual aids and they can present in other ways than speech, such as role play, song, rap, dance etc.

Formative assessment 

Before submission of the summative assessment, the group will be asked to creatively pitch a press release for their awareness campaign/ workshop informally. After the presentation they will receive peer and lecturer feedback/ feedforward. 

The Planning, Formative, Summative (PFS) Model of Self-assessment (Mannion, 2021):

Students will be trained on the PFS Model of Self-Assessment (Mannion, 2021). They will be involved in co-creating the marking grid and in collaboration on what is assessed. Students will then reflect on their work and self-assess it. They will attend feedback/ feedforward meetings with the lecturer and group after both the formative and summative assessments, to discuss their self-assessment, learning, progress and grade.

Feedback/ feedforward/ grading sheet:

Each student group will fill out a template sheet that has been providing to them. This will include their self-assessment, their interpretations of the meeting and their grade. The lecturer will follow up with any mis-interpretations. 

Repeat Assessments

The assessment will be the same as above but the person will work individually. Instead of a live presentation, they will video record it. Instead of a live self-assessment, they will write it in a reflection.

Indicative Syllabus

1. Irish culture, the media and substance misuse:

An examination of the historical context of Irish drinking and drug culture, with a focus on stereotyping and its impact. An analysis of the economic benefits and issues of alcohol. An explanation of regulations, codes of practice, restrictions and anti-alcohol/ drug campaigns. Critique of alcohol marketing for children and young people. A debate on the Public Health (Alcoho)l Act (2018).

2. Alcohol and drug awareness:

Information on legal and illegal drugs and alcohol and in facilitating awareness campaigns and workshops.

3. Addiction, a family disease:

An exploration of role behaviour in a dysfunctional family. The explanation of basic intervention skills and supports available. The description of Fetal Alcohol Spectrum Disorders. The analysis of the Hidden Harm Strategy.

4. Views of addiction

An explanation of the types of addiction, Irish statistics and the addictive disease process. An outline of the DSM-1V/ DSM-V criteria for alcohol dependence. Show examples of assessment tools and describe basic intervention strategies. An explanation of the local and regional Drug and Alcohol Task Forces, and how and where to refer a client. A critique of the models of addiction – moral, socio-cultural, psychological, disease, bio-medical, bio-social and public health.

5. The harm reduction (HR) model:

An examination of the history and current practices of the HR model. The explanation of Methadone maintenance, needle exchange and drug consumption rooms. A discussion on the controversies, barriers and benefits surrounding HR. A focus on heroin injection use. To describe the Misuse of Drugs Act (2015).

6. Behavioural addictions:

The explanation of sexual addiction and sexual anorexia, compulsive buying disorder and internet/ phone addiction. Describing assessment tools, basic intervention skills and supports available.

7. Irish policy:

The analysis of the National Substance Misuse Strategy.

8. Introduction to Motivational Interviewing (MI):

An exploration of the stages of change. A description of the core principals and communication skills in MI.

9. New Psychoactive Substances (NPS):

The explanation of NPS such as PMA/ PMMA, Synthetic Cannabinoids, stimulant-type drugs, research chemicals and Hallucinogenics. An explanation of the Criminal Justice (Psychoactive Substances) Act (2010).

Coursework & Assessment Breakdown

Coursework & Continuous Assessment
100 %

Coursework Assessment

Title Type Form Percent Week Learning Outcomes Assessed
1 Creative presentation of press release Formative Assessment - % Week 7 2,3,4
2 Summative assessment Addiction awareness campaign/ workshop Coursework Assessment Assessment 100 % Week 9 1,2,3,4
             

Full Time Mode Workload


Type Location Description Hours Frequency Avg Workload
Lecture Lecture Theatre Lecture 2 Weekly 2.00
Tutorial Flat Classroom Tutorial 1 Weekly 1.00
Independent Learning Not Specified IL 4 Weekly 4.00
Total Full Time Average Weekly Learner Contact Time 3.00 Hours

Module Resources

Non ISBN Literary Resources

Thombs, D. L. and Osborn, C. J. (2013) Introduction to Addictive Behaviours. Forth Edition. New York: The Guilford Press.

Journal Resources

Calnan S., Davoren M.P., Perry I.J., & O’Donovan Ó. (2018) Ireland’s Public Health (Alcohol) Bill: A Critical Discourse Analysis of Industry and Public Health Perspectives on the Bill. Contemporary Drug Problems. 45(2):107-126.

Hope A (2011). Hidden Realities: Children’s exposure to risks from parental drinking in Ireland. Letterkenny, Ireland: North West Alcohol Forum.

ISPCC (2010).  If they’re getting loaded, why can’t I?. Dublin: Irish Society for the Prevention of Cruelty to Children.

Mannion, Jessica (2021) Beyond the grade: the planning, formative and summative (PFS) model of self-assessment for higher education, Assessment & Evaluation in Higher Education, DOI: 10.1080/02602938.2021.1922874

West, R., 2013. EMCDDA INSIGHTS Models Of Addiction. [ebook] Lisbon: European Monitoring Centre for Drugs and Drug Addiction. Available at: <https://www.emcdda.europa.eu/attachements.cfm/att_213861_EN_TDXD13014ENN.pdf> [Accessed 21 September 2020].

 

URL Resources
Additional Information