Syllabus: SSE 123: Substance Abuse Prevention

Transcription

1 Syllabus: SSE 123: Substance Abuse Prevention Course Information Course Prefix/Number: SSE 123 Semester: Spring 2011 Class Days/Times: Thursdays, 5:00 7:30 Credit Hours: 3 Course Title: Room: 303 Instructor Information: Name: Philip Johnson Phone/Voice Mail: pjohnsonphd@gmail.com Office location: Office hours: Course Description: This course provides a comprehensive review of approaches to prevention. Course content includes drug control policies and the impact of abused substances on all segments of society. The course will focus on the resources of multiple societal sectors to reduce the demand for drugs. Course Objectives: During this course students will identify a) evidence-based substance abuse prevention strategies, b) the need for substance abuse prevention, c) community-based substance abuse prevention strategies and models, d) evidence-based substance abuse prevention programs in Native American communities, e) fetal alcohol spectrum prevention strategies, and f) the relationship between substance abuse and suicide Student Learning Outcomes (SLOs) : After completion of the course students will be able to a) provide at least three arguments in support of substance abuse prevention programs, b) name and describe at least three substance abuse prevention programs that have been implemented in Native American communities, c) name and describe at least two substance abuse prevention models, d) list and describe at least four components or levels of effective (i.e., empirically validated) community-based substance abuse prevention programs, e) describe specific strategies for addressing fetal alcohol spectrum prevention, and f) develop a community-based substance abuse prevention program based on empirically validated

2 strategies. Course Structure: The learning experience in this course will be accomplished through readings, lectures, class discussions, reflective journal writing, and a final project (i.e., development of a community-based substance abuse prevention program). The instructional design combines didactic presentations and class discussions with a focus on applying and reinforcing the course content. Attitudes toward substance abuse are addressed throughout the course as students share information and personal experiences and apply the concepts covered in the course. Relevancy of specific issues and concepts as they pertain to the Tohono O odham Nation (e.g., alcohol abuse, drug abuse, substance use during pregnancy, suicide, adolescent substance use, the impact of substance abuse on the family, and substance abuse treatment) is an integral component of this course. Texts and Materials: Ma, G. X. & Henderson, G. (2002). Ethnicity and substance abuse: Prevention and intervention. Springfield, IL: Charles C. Thomas, Ltd. Valentine, J., DeJong, J. A., & Kennedy, N. J. (1998). Substance abuse prevention in multicultural communities. New York: Haworth Press. Other Resources: Substance Abuse and Mental Health Services Administration (SAMHSA) website: Evaluation and Grading & Assignments: Attendance: 10 points Class participation: 20 points Reflective journal: 20 points (minimum of 10 journals) Final project: 50 points Grades for the course are determined as follows: A 90+ B C D F 59 or less Himdag Cultural Component: There is a consensus among substance abuse researchers and practitioners that prevention and

3 treatment programs must be designed in a culturally appropriate manner. Course content and discussions are congruent with and reflect and promote the values, beliefs, and practices of Tohono O odham culture, or Himdag. Specifically, the importance of alcohol- and drug-free cultural activities (e.g., traditional ceremonies, talking circles, sweat lodge ceremonies, spiritual traditions) to promote wellness and to address the issues of substance abuse prevention and substance abuse treatment is articulated throughout this course. Policies and expectations: Attendance and promptness are essential. Points will be deducted for tardiness & non-attendance. Points will be deducted for late assignments (2 points per day). Academic Integrity: Students must realize that plagiarism (representing ideas or writing of another as one s own) or obtaining unauthorized assistance in any academic work is prohibited. Note that the use of the same report, paper, presentation, etc. to meet requirements in more than one course will also be considered a violation of academic integrity. If, however, the student and instructors agree, different aspects of the same topic may be addressed in separate classes. Incomplete Grades: An incomplete may only be granted when a majority of course assignments and grading have been completed. In any case, incompletes are strongly discouraged and will only be granted in highly unusual situations. Students should monitor their progress in the course, and if completion of assignments or improving grades appears problematic, should consider dropping the course within TOCC deadlines. Course Outline: January Course overview/syllabus: review of instructor and student expectations for the course 2. Valentine et al. Chapter 1: Implementation and Evaluation of Substance Abuse Prevention Programs in Culturally Diverse Communities: An Introduction January Concepts of Addiction in Ethnic Minority Populations (Ma & Henderson Chapter 1) January Social Ecology and Substance Abuse Programs (Ma & Henderson Chapter 3) February 3 1. Trends in Drug Abuse Among Native Americans (Ma & Henderson Chapter 13) February Substance Abuse Treatment for Native Americans (Ma & Henderson Chapter 14) February 17

4 1. A Model for Fetal Alcohol Syndrome Prevention in Native American Population (Ma & Henderson Chapter 15) February Valentine et al. Chapter 3: The Nee-kon Project: Designing and Implementing Prevention Strategies for Young Native American Children 2. Organize final project groups March 3 1. Valentine et al. Chapter 5: Alcohol and Drug Prevention Among American Indian Families: The Family Circles Program March Valentine et al. Chapter 6: Impact of a Family and School Based Prevention Program on Protective Factors for High Risk Youth March Valentine et al. Chapter 10: Prevention Through Empowerment in a Native American Community 2. Discussion on final project: development of a community-based substance abuse prevention program March 24 March 31 April 7 Spring Break 1. DVD and discussion: The Honour of All 1. Tips and Techniques for Substance Abuse Service Providers (Ma & Henderson Chapter 16) 2. Final project updates April Behavior Analysis and Social Welfare Policy (from Finding Solutions to Social Problems: Behavioral Strategies for Change, Mark A. Mattaini and Bruce A. Thyer, editors) April Suicide prevention April 28

5 1. The effectiveness of Alcohol and Drug Abuse Prevention among American-Indian Youth by Beauvais & Trimble (2003) (from Handbook of Drug Abuse Prevention: Theory, Science, and Practice, Z. Sloboda & W. J. Bukoski (Eds.). New York: Kluwer Academic/Plenum Publishers. May 5 1. Final project presentations May Final project presentations DISCLAIMER: This syllabus is designed to evolve and change throughout the semester based on class progress and interests. You will be notified of any changes as they occur.