CARE08069 2022 Addiction Studies

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).

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).

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).

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

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

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. 

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).