SOW W61 Prevention and Treatment of Adolescent Substance Abuse

Transcription

1 SOW W61 Prevention and of Adolescent Substance Abuse INSTRUCTOR CONTACT INFO: SYLLABUS Instructor Mary Flynn Boener, MSW, LCSW Term Fall 2011 Office and Office Hours Online through Phone Cell: Course Use Course Mail in or COURSE DESCRIPTION: An in-depth critical analysis of prevention, intervention and treatment, recovery and relapse issues, and public policies regarding adolescents with substance abuse problems. COURSE LEARNING OBJECTIVES: By the end of the course, students should be able to: 1. Assess clinical practice with adolescent substance abusers and their families. 2. Identify the types of drugs and other substances typically used/abused by adolescents. 3. Identify the symptoms and the major physical/psychosocial consequences of substance use and abuse 4. Critically analyze the major theories addressing the etiology of adolescent substance issues. 5. Evaluate and assess procedures used to screen for the presence of alcohol or drugs. 6. Evaluate major public and private substance abuse prevention, education and treatment programs and services. 7. Identify the social worker s role in providing preventive, developmental, supportive and remedial services to adolescent substance abusers and their families; 8. Apply selected clinical theories, strategies and techniques when intervening with adolescent substance abusers and their families, in given case situations; 9. Critically evaluate the current research surrounding adolescent substance abuse and the implications the research has on current treatment modalities; 1

2 10. Identify ways in which the worker and client system share responsibility for ensuring the effectiveness and appropriateness of services for adolescent substance abusers and their families; 11. Apply professional attitudes, behaviors and values associated with ethical social work practice with adolescent substance abusers and their families, within given course assignments; 12. Critically analyze the effectiveness of selected treatment and rehabilitation services and programs for improving the social functioning and reducing the stress experienced by adolescent substance abusers and their families from a systems theory perspective; 13. Identify the role of self-help, peer group, and other types of groups in providing social support to and empowering substance abusers and their families; 14. Apply knowledge about diversity to effectively work with and on the behalf of adolescent substance abusers and their families; 15. Analyze the relevance of course content for intervention with traditionally underserved populations, including but not limited to females, people of color, people who are violent, and people of a lower socioeconomic status; 16. Critically assess and improve services for adolescent substance abusers and their families. PREREQUISITES Graduate standing. REQUIRED TEXTS: 1. Butts, J. A. & Roman, J., (2004). Juvenile Drug Courts. Washington, D.C.: The Urban Institute Press. 2. Estroff, T. W. (2001). Manual of Adolescent Substance Abuse. Washington: American Psychiatric Publishing. 3. Hoffman, J. & Froemke, S. (2007). Addiction. Why Can't They Just Stop? New York: Rodale. 4. Winters, K. (2000). Screening and Assessing Adolescents for Substance Use Disorders Publication 31. Washington, D.C.: Center for Substance Abuse (Free publication students must pick up at the School of Social Work main office, HPA-1 room 204). 5. Winters, K. (2000). of Adolescents with Substance Use Disorders Publication 32. Washington, D.C.: Center for Substance Abuse. (Free publication students must pick up at the School of Social Work main office, HPA-1 room 204). Assignments and Points: Achievement of learning objectives will be measured by: 1. Adolescent Center Visits (2) 20 points 2. Juvenile Drug Court Analysis Paper 25 points 3. Assessment, Plan, and Aftercare Plan 25 points 4. Module Discussion Questions 30 points Total: 100 points 2

3 1. Center Visits: You are to visit two different inpatient/residential or two different outpatient adolescent substance abuse treatment facilities. Compare and contrast the facilities, the treatment milieu, and the clientele of each. You will formulate a write up that critically analyzes the philosophy, populations served, fees and other information you consider relevant. You will conclude with a section explaining your impressions of each facility. (20 points) 2. Juvenile Drug Court: The Honorable Judge Roger McDonald, Circuit Judge of the Ninth Judicial Court in Orange County invites you to attend a session of juvenile drug court. It is located at the Juvenile Justice Center, 2000 E Michigan Street, Orlando. You need to phone the Orange County Juvenile Drug Court Coordinator at She will give you the time when drug court is in session. If you go to a Juvenile Drug Court in a county other than Orange County you must make your own arrangements and you must get the approval of the instructor. The first step in attending adolescent drug court is asking the judge s assistant if it is possible. Judges usually enjoy graduate student visitors and will welcome you. Before you attend a Drug Court session you must research the philosophy and concepts behind this type of court. After you have attended Drug Court (you can attend more than one session) develop an analysis paper on the use of Juvenile Drug Court in deterring substance abuse among adolescent offenders. Your paper should be 6-8 pages and must include at least 7 different references from the literature on Drug Courts. (25 points) 3. Adolescent Assessment, Plan, and Aftercare Plan: You are to develop an assessment, treatment plan, and follow-up/aftercare plan for an adolescent with a substance abuse disorder. Be sure to include in your assessment the DSM diagnosis code. Your paper should explicitly use course content and readings specifically from this class. In your paper: (A) describe and critically analyze the assessment process, tools, and results of an adolescent assessment; and (B) critically analyze your application of course content to an adolescent client treatment plan that you personally completed. (C) Design, describe and analyze an aftercare plan for this adolescent. At the end of your paper, attach tools or instruments and other measurement items designed and/or used. You may use the Substance Abuse Assessment Guide to complete your assessment. Your assignment should be 4-5 pages in length. Cite research sources for critically analyzing each section. (25 points) 4. Module Discussion Questions: Each Module of this online course concludes with discussion questions. Each week s questions are worth 0-3 points, and there are 15 modules; therefore, if you post concise, well-thought out responses that show a thorough understanding of the topic you will exceed the points available. The Discussion Questions are worth a maximum of 30 points. (30 points) A final course grade will be based upon the total number of points accumulated by a student on the above assignments. A = (4.0) B- = (2.75) D+ = (1.25) A- = (3.75) C+ = (2.25) D = (1.00) B+ = (3.25) C = (2.00) D- = (0.75) B = (3.00) C- = (1.75) F = 59 or less (0.00) 3

4 Module 1 Introduction and Orientation to the course Video: "Traffic" Check out from the video store and watch at home. Mod. 1 Discussion Questions 08/23/11-8/29/11 Module 2 Understanding Addiction and Family Module 3 Estroff, Ch. 1, 2, & 14 Hoffman, Ch. 1 Mod. 2 Discussion Questions 08/30/11-9/05/11 How Does the Brain Become Addicted? Hoffman, Ch. 2 Mod. 3 Discussion Questions Module 4 Adolescent Brain Development Estroff, Ch. 16 Hoffman, Ch. 3 Mod. 4 Discussion Questions 9/06/11-9/12/11 Module 5 Getting Estroff, Ch. 3, 4 & 5 Hoffman, Ch. 4 Mod. 5 Discussion Questions 9/13/11-9/19/11 Module 6 Barriers to Estroff, Ch. 6 Hoffman, Ch. 5 Mod. 6 Discussion Questions ASSIGNMENT #1 Center Visits Paper Due 9/20/11-9/26/11 Module 7 Recovery Estroff, Ch. 7 Hoffman, Ch. 6 Winters (Pub. 31), Pages vii to 26 Mod. 7 Discussion Questions 9/27/11-10/03/11 Module 8 Butts, Ch. 1, 2, & 3 10/04/11-10/10/11 Drug Courts in the Juvenile Justice System Winters (Pub. 31), Ch. 5 Mod. 8 Discussion Questions 4

5 Module 9 Assessment Module 10 Effective Screening Instruments Module 11 Self Help and 12-Step Programs and Therapeutic Communities Module 12 Adolescent Psychiatry and 12-Step Module 13 Youths with Distinctive Needs Module 14 Spirituality and Relapse Module 15 Untreatable Substance Abusing Adolescents Estroff, Ch Butts, Ch. 6 Winters (Pub. 31), Appendix B Winters (Pub. 32), Pages xv-xxvi and Ch. 4 & 5 Estroff, Ch. 12 Winters (Pub. 32), Ch. 7 Estroff, Ch. 13 & 15 Estroff, Ch. 17 Mod. 9 Discussion Questions Mod. 10 Discussion Questions Mod. 11 Discussion Questions Mod. 12 Discussion Questions ASSIGNMENT #2 Juvenile Drug Court Paper Due 10/11/11-10/17/11 10/18/11-10/24/11 10/25/11-10/31/11 Mod. 13 Discussion Questions 11/01/11-11/07/11 Mod. 14 Discussion Questions Mod. 15 Discussion Questions 11/08/11-11/14/11 Finals Week ASSIGNMENT #3 Assessment, Plan, and Aftercare Plan Due 11/15/11-11/19/11 Paper due 11/19/11 at midnight 5

6 Modification of Syllabus: This syllabus may be modified at the discretion of the instructor. Changes will be discussed with students in class and/or via . It is the student s responsibility to ensure that the student s address is current in ecommunity. THE UCF CREED: Integrity, scholarship, community, creativity, and excellence are the core values that guide our conduct, performance, and decisions. Integrity: Scholarship: Community: Creativity: Excellence: I will practice and defend academic and personal honesty. I will cherish and honor learning as a fundamental purpose of my membership in the UCF community. I will promote an open and supportive campus environment by respecting the rights and contributions of every individual. I will use my talents to enrich the human experience. I will strive toward the highest standards of performance in any endeavor I undertake. Academic Integrity/Plagiarism: Social workers must demonstrate high standards of integrity. Every student is expected to do his or her own work and all of the work produced will be expected to be completed in its entirety by the student who turns it in. Cheating and plagiarism will not be tolerated. Any acts of plagiarism, including not acknowledging sources of information appropriately and in accordance with APA guidelines, may result in a failing grade in the course. Copying and pasting from the internet even with a citation is considered plagiarism. Using papers from other classes without changing the majority of the content is not permitted. School and University policies on academic integrity will be strictly enforced. Students found to have cheated or plagiarized will receive no credit (an F ) for the exam or assignment, receive a failing grade for the course and may be subject to appropriate referral to the Office of Student Conduct for further action. (See the UCF Golden Rule for further information.). Students who observe others violating this policy are expected to report this to the instructor. It is assumed for this course that students will adhere to the academic creed of the University and will maintain the highest standards of academic integrity. In other words, don't cheat by giving answers to others or taking them from anyone else. The instructor also adheres to the highest standards of academic integrity, so please do not ask for your grade to be changed without just cause (calculation error, recording error) or to bend or break rules for one person. Turnitin.com: The instructor reserves the option to use (turnitin.com); an online system which can determine if work has been copied from another source. You will be expected to submit all assignments in both hard copy and electronic format. For a more detailed look at this process, please visit: Disability Access Statement: 6

7 The University of Central Florida is committed to providing reasonable accommodations for all persons with disabilities. This syllabus is available in alternate formats upon request. Students with disabilities who need accommodations in this course must contact the instructor at the beginning of the semester to discuss needed accommodations. No accommodations will be provided until the student has met with the professor to request accommodations. Students who need accommodations must be registered with Student Disability Services, Student Resource Center Room 132, phone (407) , TTY/TDD only phone (407) , before requesting accommodations from the professor. BIBLIOGRAPHY: Butler, C. A. (2001). 100 Interactive Activities for Mental Health and Substance Abuse Recovery. New York: Wellness Reproductions Publishing, LLC. Butts, J. A. & Roman, J., (2004). Juvenile Drug Courts. Washington, D.C.: The Urban Institute Press. Estroff, T. W. (2001). Manual of Adolescent Substance Abuse. Washington: American Psychiatric Publishing. Hoffman, J. & Froemke, S. (2007). Addiction. Why Can't They Just Stop? New York: Rodale. Morrison, J. (1995). DSM-IV Made Easy. The Clinician's Guide to Diagnosis. New York: Guilford Publications. Winters, K. (2000). Screening and Assessing Adolescents for Substance Use Disorders. Washington, D.C.: Center for Substance Abuse. Winters, K. (2000). of Adolescents with Substance Use Disorders. Washington, D.C.: Center for Substance Abuse. 7