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Transcription

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This is a sample outline. Actual course outline may vary in
structure, required readings, texts and assignments.
SCHOOL OF SOCIAL WORK – UNIVERSITY OF VICTORIA
SOCIAL WORK 471
ADDICTIONS IN SOCIETY: THEORY, PRACTICE AND POLICY
DISTANCE EDUCATION COURSE OUTLINE
Calendar Description:
See UVic calendar
Date:
This is a sample outline from 2009. Your course outline may vary in structure, required
readings, texts, and assignments.
Course Objectives:
This course will provide the opportunity for you to:
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be able to define addictions and addictive processes, understand their defining
characteristics and to appreciate the impact on addictions/addictive processes on
the individual as well as those associated with the individual
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have an understanding of the breadth and scope of addictions and addictive
processes (eg. substance use, gaming and problem gambling, internet, role playing
games, disordered eating)
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be able to discuss the context and prevalence of addictions and addictive
processes in Canada
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understand the impact of addictions and health/mental health, and describe the
complex interrelationships between addiction and various forms of disadvantage
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have reflected critically on the collective responsibility of all members of society
to respond effectively to addictions and addictive processes, particularly as they
are experienced by members of marginalized groups
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be able to explain the current structure of service delivery systems to those
experiencing addition/addictive processes in the province of British Columbia and
other relevant jurisdictions including the role of harm reduction
Sample outline 471 Distance Education
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be able to identify a social work perspective on addictions/addictive processes and
recovery
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be able to compare and contrast medical, behavioural, socio-environmental
approaches and the bio/psycho/social/spiritual perspective to health and
addictions
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be able to describe core concepts and the relevance of the trans-theoretical model
of change
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understand the contributing factors and consequences of various types of
addictions throughout the life span
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consider a variety of factors that contribute to addictive processes by men and
women, and members of sexual minorities
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appreciate the experience of addictions for indigenous populations of Canada
(First Nations, aboriginal, Metis, Inuit)
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appreciate the complexity of the issues that are associated with drug and alcoholrelated birth disorders, child welfare, and family violence
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consider some of the connections between addictions/addictive processes and the
education, health, and criminal justice systems
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demonstrate your understanding of the impacts of addictions and addictive
processes on individuals, families and communities and incorporate this
understanding to inform your social work practice
WEEKLY TOPICS:
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Unit One: Orientation to the Course
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Unit Two: The Context of Addictions in Canada
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Unit Three: Contemporary Service Delivery Systems
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Unit Four: Theoretical Frameworks on Addictions and Addictive Processes
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Unit Five: Perspectives for Social Work Practice on Addiction and Change
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Unit Six: Addictions across the Lifespan: Pregnancy, Childhood, and
Adolescence – Contributing Factors and Consequences
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Unit Seven: Addictions across the Lifespan: Adulthood and Aging -- Contributing
Factors and Consequences
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Unit Eight: Indigenous Peoples and Addictions
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Unit Nine: Impact of Addictions on Families and Family Life
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Unit Ten: Addictions and Gender
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Unit Eleven: Impacts of Addiction on Communities
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Unit Twelve: What Works in Addiction and Recovery? Evidence-based Practice
Readings:
UNIT ONE
(Please read in this order after reading the Unit Notes)
Dallas Society Prevention Services. (2000). Process of addiction. Victoria, BC (Readings
Package). Click here to access the document in PDF format.
Rick Csiernik, R. & Rowe, W. (2003). Chapter 1, Creating a Social Work Understanding
of Addiction. Responding to the Oppression of Addiction: Canadian Social Work
Perspectives. Canadian Scholars Press: Toronto (Textbook)
UNIT TWO
Csiernik, R. & Rowe, W. (2003). Chapter 18, Many Paths to Prohibition: Drug Policy in
Canada. Responding to the Oppression of Addiction: Canadian Social Work Perspectives.
Canadian Scholars Press: Toronto (Textbook)
Canadian Centre on Substance Abuse (2005). Substance Abuse in Canada: Current
Challenges and Choices [Online]. You should be able to find it at
http://www.ccsa.ca/2005%20CCSA%20Documents/ccsa-004032-2005.pdf
If this doesn’t work, you can locate this reading by going to www.ccsa.ca and searching
their publication list by date (year) and title. To find this reading (a PDF file), within the
CCSA homepage, click on the column heading "Knowledge Center" and then on the left
hand menu, click on "Our Publications" – from here - searching for the article by year
(post 2004), you should locate the article by its title within the year 2005 publications list.
Maracle, N. (1993). Chapter 1. Crazy Water. Penguin Books (Textbook)
Supplementary Reading (Optional)
New articles concerning addictions appear in the literature every day. Many are available
online. Here are two articles that provide information about additional forms of
addictions/addictive processes.
1. An electronic article on the social context of Internet addiction (2001):
http://www.sociology.org/content/vol005.003/ia.html
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2. An electronic article on the social context of sex addiction (2002) :
http://www.ejhs.org/volume5/SexAddiction.htm
UNIT THREE
Csiernik, R. & Rowe, W. (2003). Chapter 2, Prevention as Controversy: Harm Reduction
Approaches by Jim Watkin, William S. Responding to the Oppression of Addiction:
Canadian Social Work Perspectives. Canadian Scholars Press: Toronto (Textbook)
Csiernik, R. & Rowe, W. (2003). Chapter 3, Social Workers and Safer Injection Rooms:
‘We accept them the way they are …’ by Leah Malowaniec and William S. Rowe.
Responding to the Oppression of Addiction: Canadian Social Work Perspectives.
Csiernik, R. & Rowe, W. (2003). Chapter 4, Is Alcoholics Anonymous of Value for
Social Work Practice? by Rick Csiernik. Responding to the Oppression of Addiction:
Morell, C. (1996). Radicalizing recovery: Addiction, spirituality, and politics. Social
Work 41(3), 306-312. (Readings Package)
Serzisko, A. (2004). British Columbia Addiction Services – An Overview. Unpublished
Paper. (Readings Package) Click here to access the document in PDF format.
Maracle, N. (1993) Chapters 2 and 3. Crazy Water. Penguin Books (Textbook)
Web article: "16-Steps to Discovery and Empowerment" excerpted from Kasl, Charlotte
Davis (1991) Many Roads, One Journey: Moving Beyond the 12 Steps excerpt available
at http://www.charlottekasl.com/16steps.html
UNIT FOUR
Davidson, R. (2002). Cycle of change: Ideas, issues and implications. Drugs: Education,
Prevention and Policy. 9(1), 7-14. (Readings Package)
Sutton. S. (2001). Back to the drawing board? A review of applications of the
transtheoretical model to substance use. Addiction 96, 175–186. (Readings Package)
Walters, G. D. (1999). Addiction as a sociological construct. In The addiction concept:
Working hypothesis or self-fulfilling prophesy? (pp. 73–98). Needham Heights, MA:
Allyn & Bacon. (Readings Package)
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UNIT FIVE
Csiernik, R. & Rowe, W. (2003). Chapter 16, Concurrent Disorders and Social Work
Intervention. Responding to the Oppression of Addiction: Canadian Social Work
Addiction Services, Ministry for Children and Families. (2000). Bio-psycho-social
theory: A comprehensive descriptive perspective on addiction. Victoria, BC: Addiction
Services, Ministry for Children and Families. (Readings Package)
e-reserve
Griffiths , M. (2002) The bio-psycho-social approach to gambling: Contextual factors in
research and clinical interventions. eGambling: the Electronic Journal of Gambling
Issues. Toronto: Centre for Addiction and Mental Health. Available at:
http://www.camh.net/egambling/issue5/feature/index.html
Slaght, Evelyn, Lyman, Sue, & Lyman, Scott. (2004). Promoting healthy lifestyles as a
biopsychosocial approach to addictions counselling. Journal of Alcohol & Drug
Education 48(2), 5-16.
MacKinnon, Selene Varney. (2004). Spirituality: Its role in substance use, treatment and
recovery. DATA: The Brown University Digest of Addiction Theory & Application 23(7),
8.
Optional e-reserve readings
Hanninen, Vilma, & Koski-Jannes, Anja. (1999). Narratives of recovery from addictive
behaviours. Addiction 94(12), 1837-1848 (12 pages).
McDonald, Peter, & Coleman, Mikki. (1999). Deconstructing hierarchies of oppression
and adopting a “multiple model” approach to anti-oppressive practice. Social Work
Education 18(1), 19–34 (15 pages).
UNIT SIX
McCormack, T. (1999). Fetal syndromes and the charter: The Winnipeg glue-sniffing
case. Journal of Law and Society 14(2), 77-99. (Readings Package)
Copeland, B., & Rutman, D. (1996). Young adults with fetal alcohol syndrome or fetal
alcohol effects: Experiences, needs and support strategies(pp. 13-24 and pp. 71-83).
Victoria, BC: University of Victoria. (Readings Package)
e-reserve
Chudley, Albert E., Conry, J., Cook, J., Loock, C., Rosales, T., & LeBlanc, N. (2005).
Fetal Alcohol Spectrum Disorder: Canadian guidelines for diagnosis. Canadian Medical
Association Journal 172 (5) (Supplement), S1-S21 (21 pages).
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Marcellus, L. (2004). Feminist ethics must inform practice: Interventions with perinatal
substance users. Health Care for Women International 25(8), 730-742 (13 pages).
Jamner, Larry D.; Whalen, Carol K.; Loughlin, Sandra E.; Mermelstein, Robin; AudrainMcGovern, Janet; Krishnan-Sarin, Suchitra; Worden, John K.; & Leslie, Frances M.
(2003). Tobacco use across the formative years: A road map to developmental
vulnerabilities. Nicotine & Tobacco Research 5 (Suppl. 1), S71-S78 (8 pages).
Hunt, Geoffrey, & Evans, Kristin. (2003). Dancing and drugs: A cross national
perspective. Contemporary Drug Problems 30(4), 779-814 (36 pages).
Dickson, Laurie, Derevensky, Jeffrey L., & Gupta, Rina. (2004). Youth gambling
problems: A harm reduction prevention model. Addiction Research & Theory 12(4), 305316 (12 pages).
Rew, Lynn, & Horner, Sharon D. (2003). Personal strengths of homeless adolescents
living in a high risk environment. Advances in Nursing Science 26 (2), 90–102 (12
pages).
UNIT SEVEN
Readings
Csiernik, R. & Rowe, W. (2003). Chapter 5, Professional-Peer Co-Leadership: The
Elders Health Care Program, by Debra Kostyk, Don Fuchs, Ellen Tabisz, and William R.
Jacyk. Responding to the Oppression of Addiction: Canadian Social Work Perspectives.
Csiernik, R. & Rowe, W. (2003). Chapter 12, Violent Substance Abusers in Domestic
Violence Treatment, by Thomas Brown, Annette Werk, Tom Caplan, and Peter
Seraganian. Responding to the Oppression of Addiction: Canadian Social Work
Csiernik, R. & Rowe, W. (2003). Chapter 20, An Examination of Gambling and Problem
Gambling in Canada, by Clare Hargreave and Rick Csiernik. Responding to the
Oppression of Addiction: Canadian Social Work Perspectives. Canadian Scholars Press:
Toronto (Textbook)
Csiernik, R. & Rowe, W. (2003). Chapter 21, Social Work with Problem Gamblers: A
Key Informant Survey of Service Needs, by James Chacko, Megan Palmer, Kevin M.
Gorey, and Nadine Butler. Responding to the Oppression of Addiction: Canadian Social
Work Perspectives. Canadian Scholars Press: Toronto (Textbook)
e-reserve
Garcia, Robert M. (2006). Five ways you can reduce inappropriate prescribing in the
elderly: A systematic review. Journal of Family Practice 55(4), 305-312 (8 pages).
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Grant Stitt, B. Giacopassi, David, & Nichols, Mark. (2003). Gambling among older
adults: A comparative analysis. Experimental Aging Research 29(2), 189–204 (15 pages).
Sumitra, Leena M., & Miller, Shannon C. (2005). Pathologic gambling disorder.
Postgraduate Medicine 118(1), 31-37 (7 pages).
Marshall, Katherine, & Wynne, Harold. (2004). Against the odds: A profile of at-risk and
problem gamblers. Canadian Social Trends, Summer (73), 25-29 (5 pages).
UNIT EIGHT
Readings
Maracle, N. (1993) Chapters 2 to 5. Crazy Water. Penguin Books (Textbook)
Csiernik, R. & Rowe, W. (2003). Chapter 15, “Alcohol and Drug Addiction in Native
Land,” by Mavis Etienne. Responding to the Oppression of Addiction: Canadian Social
Work Perspectives. Canadian Scholars Press: Toronto (Textbook)
e-reserve
Mohatt, G., Rasmus, S., Thomas, L., Allen, J., Hazel, K., & Hensel, K. (2004). Tied
together like a woven hat: Protective pathways to Alaska native sobriety. Harm
Reduction Journal 1(10).
Lundquist, A., & Jackson, S. (2000). Case study: An Aboriginal Nation’s efforts to
address substance use during pregnancy. In D. Rutman, M. Callahan, A. Lundquist, S.
Jackson, & B. Field (eds.), Substance use and pregnancy: Conceiving women in the
policy-making process (pp. 33-56). Ottawa: Status of Women Canada.
Aboriginal Healing Foundation. (2005). Reclaiming connections: Understanding
residential school trauma among Aboriginal People . Ottawa: Aboriginal Healing
Foundation.
Aboriginal Healing and Wellness Strategy. Available at
http://www.ahwsontario.ca/index.html
Amnesty International. (2004). Stolen sisters: Discrimination and violence against
indigenous women in Canada. Amnesty International.
UNIT NINE
Csiernik, R. & Rowe, W. (2003). Chapter 10, Going Home: Rediscovering the Family in
Addiction Treatment in Canada, by Rick Csiernik and Ramona Alaggia. Responding to
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the Oppression of Addiction: Canadian Social Work Perspectives. Canadian Scholars
Press: Toronto (Textbook)
Csiernik, R. & Rowe, W. (2003). Chapter 11, Patterns of Intimacy and Sexual Expression
in Interaction with Addictions, by M. Louise Osmond and M. Dennis Kimberley.
Csiernik, R. & Rowe, W. (2003). Chapter 12, Violent Substance Abusers in Domestic
Violence Treatment, by Thomas Brown, Annette Werk, Tom Caplan, and Peter
Seraganian. Responding to the Oppression of Addiction: Canadian Social Work
Feig, L. (1998). Understanding the problem: The gap between substance abuse programs
and child welfare services. In R. Hampton, V. Senatore, & T. Gullotta (Eds.), Substance
abuse, family violence, and child welfare: Bridging perspectives (pp. 62–95). Thousand
Oaks, CA: Sage. (Readings Package)
e-reserve
Leonard, K. E. (2002). Alcohol’s role in domestic violence: A contributing cause or an
excuse? Acta Psychiatrica Scandinavica 106(Suppl. 412), 9-14.
UNIT TEN
Csiernik, R. & Rowe, W. (2003). Chapter 7, A Model for Working with Women Dealing
with Child Sexual Abuse and Addiction: The Laurel Centre, Winnipeg, Manitoba, by
Diane Hiebert-Murphy and Lee Woytkiw. Responding to the Oppression of Addiction:
Csiernik, R. & Rowe, W. (2003). Chapter 17, Gender Differences in HIV Risk-Related
Behaviours among Injection Drug Users, by Lynne Leonard. Responding to the
Oppression of Addiction: Canadian Social Work Perspectives. Canadian Scholars Press:
Toronto (Textbook)
Travers, R., & Schneider, M. (1996). Barriers to accessibility for lesbian and gay youth
needing addiction services. Youth & Society 27(3), 356-378 (Readings Package).
e-reserve
Matthews, Connie R., Lorah, Peggy, & Fenton, Jaime. (2006). Treatment experiences of
gays and lesbians in recovery from addictions. Journal of Mental Health Counseling
28(2), 111-132.
Finnegan, Dana, & McNally, Emily. (2002). Counseling lesbian, gay, bisexual, and
transgender substance abusers: Dual identities. Los Angeles: Haworth Press.
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Logan, T. K. et al. (2003). Victimization and substance abuse among women:
Contributing factors, interventions, and implications. Review of General Psychology 6(4):
325-397.
Roberts, A. C., Nishimoto, R., & Kirk, R. S. (2003). Cocaine abusing women who report
sexual abuse: Implications for treatment. Journal of Social Work Practice in Addictions
3(1), 5-24.
Stein, J. A., Burden, L. M., & Nyamathi, A. (2002). Relative contributions of parent
substance use and childhood mistreatment to chronic homelessness in women: Mediating
roles of self-esteem and abuse in adulthood. Child Abuse & Neglect 26(10), 1011-1027.
UNIT ELEVEN
Readings
Csiernik, R. & Rowe, W. (2003). Chapter 6, Vocational Rehabilitation of Substance
Abusers: A Challenge, by Pauline Morrissette and Marie-Josée De Montigny.
Csiernik, R. & Rowe, W. (2003). Chapter 19, Drug Testing, Employability and Welfare,
by Rick Csiernik and Carolyne Gorlick. Responding to the Oppression of Addiction:
Csiernik, R. & Rowe, W. (2003). Chapter 8, The Role for Community-Based Residential
Addiction Treatment Programs in an Outpatient World, by Rick Csiernik. Responding to
the Oppression of Addiction: Canadian Social Work Perspectives. Canadian Scholars
Press: Toronto (Textbook)
Csiernik, R. & Rowe, W. (2003). Chapter 9, Conducting Community-Based Research:
The Evaluation of a Relapse Prevention Group, by Rick Csiernik and Jane Troller.
UNIT TWELVE
Readings
Csiernik, R. & Rowe, W. (2003). Chapter 14, “The Experiences of Chinese in Drug
Treatment Programs in Vancouver,” by Siu-ming Kwok. Responding to the Oppression
of Addiction: Canadian Social Work Perspectives. Canadian Scholars Press: Toronto
(Textbook)
Assignments:
LEARNING ASSIGNMENTS:
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UNIT ONE
Learning Activity 1.1 - Connecting to the Course and Time/Workload Management
Type: Required, time-sensitive
This activity has two parts.
Part One: Getting Started in Blackboard
Read through the Blackboard Startup Kit website (link provided in your “Preparing to use
Blackboard” guide). Using the instructions provided on the Blackboard Startup Kit
website, logon to the Blackboard site by Saturday, Week 1, and send a Blackboard Mail
to your instructor with the following information:
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Confirm that you have read the Blackboard Startup Kit and have familiarized
yourself with the course Blackboard site and the Study Guide, as well as the DE
Resources document and welcome letter from your instructor.
Include a phone number that your instructor can use to reach you for the duration
of this course.
Part Two: Personal Time and Workload Assessment
This course is spread over a normal academic term of 13 weeks. Since SOCW 471 is a
1.5 unit course, it is estimated that you will need between 6 and 8 hours a week to spend
on this course. This means you must ensure that you have enough time to take the course
and a plan to manage your course, along with everything else in your life. If you are
taking four courses, you need 30 hours per week to dedicate to your studies. Once you
know how many hours you need, you need to decide where those hours will be. You must
take into account:
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work/practicum time
school (class meeting & study times for this and other courses)
daily/weekly activities (sleeping, meals, house cleaning, yard work)
family time (family responsibilities, social time, etc.)
community activities (clubs, volunteer activities, social time, etc.)
unpredictable events
Instructions
1. Review the course website and check through your learning package to make sure
that you have all the material. If you are missing anything, contact the School of
Social Work Distance Education office staff, not the instructor.
2. On the course website home page, look at the “Course Calendar.” Compare the
course timeline, assignment due dates, and the Blackboard Calendar with your
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personal calendar and work schedule for the next three months. Note the time
frames (internal timelines and final due dates) for the assignments (see the Study
Guide & Assignments module on this course Blackboard site). Add all of these
dates to your personal calendar. You can use the Blackboard Calendar to record
your personal items, as any items you enter will only be visible to you.
3. Compare the course timetable and expectations with your personal timetable.
Work out how you will integrate the various tasks on each of these timetables to
design your personal study plan. Enter this study plan into your practice
workbook. Keep this plan handy and refer to it at various points throughout the
course.
Learning Activity 1.2 - Introductions: Establishing a Learning Community
Complete this learning activity after reading Topic 2 in the Unit Notes.
Type: Required, time-sensitive
Post: to the Introductions discussion topic on this site
This activity has three parts.
Part One
Send a Blackboard Mail to your instructor using the Blackboard Mail tool. Remember to
send information on how you can be contacted, including your telephone numbers. In
addition, tell the instructor something about yourself and pose any questions you might
have about the course.
Part Two
By Tuesday of Week 2, use the Introductions discussion topic to post a short
introductory note to the other students in your section of this course. Please include your
first and last name in the title of your introductory post. In this posting include:
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something about your volunteer or professional experience, your personal views
of practice, and a bit about who you are as a person
a few words about your experience to date in working in small groups
your thoughts on how addictions/addictive processes are viewed in society
what you need to learn to prepare yourself to be an effective practitioner when
working with people who are experiencing addictions or are affected by someone
else’s addiction
Part Three
Distance students often wish to contact each other by telephone to network with students
in the same community or to discuss working on group projects. If you are comfortable
sharing a contact phone number and the name of the community in which you live (not
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your home address) with the other students in this course, please post this information to
the Student Contact Information discussion topic on your course Blackboard site.
Include the following information in your posting:
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your name
a contact phone number
the name of the community in which you live
Learning Activity 1.3 - Personal Reflections on Addictions/Addictive Processes
Complete this learning activity after reading the “Introduction” in Topic 4 in the
Unit Notes.
Type: Required, self-paced
Before you begin the next readings for this unit, do the following critical reflection
activity. Now, take some time to write out your current perspective and experiences with
addictions and additive processes. Reflect on the following list of questions. Select two
questions from the list and respond to them in your practice workbook.
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What is an addictive substance? How did you come to know or decide this?
What is an addictive process? How did you come to know or decide this?
What are addictive substances and what is substance use?
When does substance use become substance misuse? Who decides this?
What does addiction mean?
What is the connection between substance use and addiction? Again, who
decides?
Can someone be addicted to things other than substances? What does this look
like?
What other labels are used to describe people who are addicted or engaged in an
addictive process? Quickly brainstorm a list and identify what each of the labels
implies about the person(s) involved.
What do your responses to these questions suggest about the role of the
individual, the use of substances or involvement with other addictive processes,
and the environment and the interaction of these factors in addictions?
What do these responses suggest about your role as a social worker?
Try to identify the underlying values, beliefs, and assumptions of your responses
to the above questions. What are the implications of these values, etc., for your
practice with children, youth, and families?
What new questions about addictions arose for you while you were answering
these questions?
Keep track of your responses to these questions so that you can refer back to them as you
move through the course. Don’t worry about the style in which you record your
responses, but, since you will want to refer back to them, make sure you provide enough
information to make sense of them later.
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Learning Activity 1.4 - Assigned Reading: Process of Addiction
Complete this learning activity after reading the “Introduction” in Topic 4 in the
Unit Notes.
Introduction
All of the Readings and Reflections activities are designed to expand your opportunities
to gather information on particular concepts.
Part One: Reading
In your course readings package, locate (and read) the following:
1. Dallas Society Prevention Services. (2000). Process of addiction. Victoria, BC.
Part Two: Questions for Reflections (enter in practice workbook)
After reviewing the Process of Addiction resource, consider your own involvement with
substance use or other addictive processes and decide where along the continuum you fell
at that particular time or with that particular substance or addictive process. Reflect on
the following list of questions. Select two questions from the list and respond to them in
your practice workbook.
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Would the stage you fell into on the continuum be different if you were
considering your use of substances or involvement with other addictive processes
as an adolescent?
Consider the concept of having control over our addiction/addictive process. How
would we treat people differently if we understood that they were no longer in
control of their addiction/addictive process?
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Does a lack of control mean a lack of responsibility for our actions when we are
no longer in control of our addiction/addictive process? Are there areas of law
that are problematic when considering issues of control over our
addiction/addictive process?
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Describe how the process of the addiction-continuum perspective might influence
the way you work with a future client.
Learning Activity 1.5 - Assigned Reading: Social Work Perspectives on Addictions
Complete this learning activity after reading “Towards an Understanding of
Addictions and Addictive Processes” in Topic 4 in the Unit Notes.
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Introduction
All of the Readings and Reflections activities are designed to expand your opportunities
to gather information on particular concepts. In this activity, you are invited to read the
first chapter in your course text. This chapter outlines a social work perspective on
addictions.
Part One: Reading
In your course text, locate and read the following:
1. Csiernik and Rowe (2003), Chapter 1, “Creating a Social Work Understanding of
Addiction.”
Part Two: Questions for Reflections (enter in practice workbook)
When you finish reading, reflect on the following questions, and record your responses in
your practice workbook.
1. How do Csiernik and Rowe define addictions? How does their definition compare
with your understanding of addictions as you described it in Learning Activity
1.1? In responding to this question, pay attention to the points of agreement and
disagreement between your definition and that of the authors.
2. From your perspective, what were the most interesting pieces of information in
this reading?
Learning Activity 1.6 - Website Review: Examining Addictions and Addictive
Processes
Introduction
This set of readings allows you to explore the complexity of addictive processes. This
activity directs you to explore websites that describe addiction and addictive processes.
This activity has three parts.
Part One: Web Searches
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1. Go to the website
a. of the Centre for Addictions Research of British Columbia and review the
various links included on its site for programs, research, and other services
concerning addictions and addictive processes:
http://www.carbc.ca/Default.aspx?tabid=231.
b. called Addiction Search . This comprehensive site is dedicated to
providing health consumers and professionals with up-to-date, researchbased information on addictions. You can find this site at
http://www.addictionsearch.com/substances.php Review the posted
material by clicking on the “Addictions” tab on the left-hand side of the
screen. Identify the definitions offered by this site for:
the stages of addiction
dependence
addictions and addictive processes
the causes of addiction
Part Two: Reflection
Write a summary (maximum 300 words) of what you learned from reviewing these two
websites.
Part Three : Discussion (optional)
If you feel inclined or choose to discuss this topic with others, you may want to post a
brief summary in the Views and Voices discussion topic but this is optional. Please post
your response to the “Addictions and Addictive Processes” discussion thread. (The first
student to post to the thread "Addictions and Addictive Processes" will need to start the
thread by composing a new posting titled "Addictions and Addictive Processes". Once
the thread has been created, the other students will reply to the first posting titled
"Addictions and Addictive Processes".)
Learning Activity 1.7 - Sign-up for a group
Complete this learning activity after reviewing the Blackboard Startup Kit, the
Study Guide on the course Blackboard site, as well as the DE Resource Kit and the
welcome letter from your instructor.
Type: Required, time-sensitive, ungraded
Sign-up for your small group by Tuesday, Week 2. You can sign-up for your group by
clicking on the Group Sign-up Sheet on the Blackboard site's homepage. Select a group
from one of the groups listed on the sign-up sheet. Your group will be set up as a
“discussion topic” (e.g., Discussion Group #1) on this Blackboard site.
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UNIT TWO
Learning Activity 2.1– Assigned Readings (The Context of Addictions) and
Questions for Practice Workbook
Introduction
This learning activity invites you to access and read Substance Abuse in Canada: Current
Challenges and Choices and the chapter in your course text that addresses the context of
addictions in Canada. The activity invites you to reflect on a set of questions to help you
explore your understanding of the readings. Remember, these question prompts are
designed to help you prepare for the online quiz. Complete two of the questions and enter
your responses in your practice workbook. You will find these entries very valuable as
you study for the quiz.
Part One: Readings
Read:
1. Csiernik and Rowe (2003), Chapter 18, “Many Paths to Prohibition: Drug Policy
in Canada”
2. Substance Abuse in Canada: Current Challenges and Choices (2005), Canadian
Centre on Substance Abuse http://www.ccsa.ca/NR/rdonlyres/745669D3-A757478F-83F1-DD2864AD6FAA/0/ccsa0040322005.pdf.
3. Maracle, Crazy Water, Chapter 1
Part Two: Response to Questions
Reflect on the following list of questions. Select two questions from the list and respond
to them in your practice workbook. Make sure that the two questions you choose apply to
two separate readings.
1. According to the Canadian Centre for Substance Abuse, “ Canada needs a diverse,
efficient and evidence-based therapeutic infrastructure that allows the informed
alcohol or drug treatment consumer to confidently select from a menu of credible
alternatives.” Discuss your understanding of the range of service-delivery systems
in your local community.
16
2. What was the temperance movement, and what factors influenced its growth and
development?
3. What efforts have been made to decriminalize cannabis in Canada?
4. How have policies related to the harmful health effects of tobacco emerged?
5. Which particular populations does the Canadian Centre for Substance Abuse
report indicate could benefit from harm-reduction measures?
Learning Activity 2.2 – Case Study Reflection
Type: Optional, self-paced
Post: to "Case Study Unit 2 " discussion thread in the Views and Voices discussion topic
Part One : Case Study Review and Reflection
Review the following case study and reflect on the questions noted below it.
In this child-protection situation, a foster family has three foster children, aged 9, 13, and
17, plus two children of their own, aged 12 and 15. There has been a complaint about the
care of the foster children, and in the course of an investigation, it is disclosed that the
foster parents have allowed the younger foster children and their own children to sample
their alcoholic beverages at family celebrations. Also, they recently allowed the 17 year
old to have a glass of champagne at a birthday dinner. Consumption of alcohol by the
foster children has become an issue in the investigation, and it has generated a debate
among the child-protection staff, the resource staff who work with the foster parents, and
their supervisors. Some staff think that foster parents should never drink in front of foster
children and that no alcohol should be present in the home. Others see this sampling
behaviour as normal. It appears that there is no policy that speaks directly to this issue.
•
•
What do you think the issues would be on both sides of the debate within a childprotection context? Develop brief arguments for and against the availability of
alcohol in foster homes and the issue of allowing children to sample alcoholic
beverages.
How would you respond if the issue were smoking instead of drinking alcohol?
How would your responses to what is appropriate/inappropriate substance use
differ in this situation?
Part Two: General Online Discussion (Optional)
brief summary in the Views and Voices discussion topic but this is optional. Post your
response to the “Case Study Unit 2 ” discussion thread. (The first student to post to the
17
thread "Case Study Unit 2 " will need to start the thread by composing a new posting
titled "Case Study Unit 2 ". Once the thread has been created the other students will reply
to the first posting titled "Case Study Unit 2 ".)
UNIT THREE
Learning Activity 3.1 – Assigned Readings- Part One (Approaches to Addiction)
and Questions for Practice Workbook
Introduction
This learning activity provides you with an opportunity to examine readings that describe
the recent changes in the structure of Addiction Services and point out the need to
“radicalize” addiction services.
Part One
Read:
1. Morell, C. (1996). Radicalizing recovery: Addiction, spirituality, and politics.
Social Work 41(3), pp. 306-312.
2. Serzisko, A. (2004). “ British Columbia Addiction Services – An Overview.”
Unpublished Paper.
3. Maracle (1993), Crazy Water, Chapters 2 and 3
Part Two
1. Outline the range of services currently available to those experiencing addictions
in British Columbia. If you are a resident of another province, outline the services
in your own location.
2. Why does addiction recovery need to be “radicalized”?
3. What are the influential processes that impact the experience of addictions for
indigenous people?
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Learning Activity 3.2 – Website Review ( Ministry of Health for BC: Service
Delivery Systems) Readings, Reflections, Commentary, and Optional Interactive
Discussion
Complete this learning activity after reading the “Introduction” section in Topic 2
in the Unit Notes.
Introduction
A number of reports are available on the B.C. government website.
This activity directs you to explore the websites? reports? that provide guidelines for the
delivery of services to those experiencing addictions/addictive processes or those affected
by the addictions of others.
In this activity you will be directed to three documents that have been published by the
Ministry of Health for B.C.
This activity has four parts. The fourth part is optional.
Part One: Access and Read “ BC's Mental Health Reform Best Practice ”: Ministry
of Health for BC
1. Go to the website for the Ministry of Health for BC
http://www.health.gov.bc.ca/mhd/best.html and find the link that provides access
to the seven documents that comprise BC's Mental Health Reform Best Practices.
2. Review at least two of these reports.
Part Two: Access and Read Weaving Threads Together - A New Approach to Address
Addictions in BC, Ministry of Health for BC- Archived Publication
1. Go to the website for documents published by the Ministry of Health for BC
http://www.health.gov.bc.ca/mhd/publications.html and access the Archived
Publication Weaving Threads Together - A New Approach to Address Addictions
in BC
(http://www.health.gov.bc.ca/library/publications/year/2001/MHA_WeavingThre
adsTogether.pdf)
2. Review this report.
Part Three: Access and Read Crystal Meth and Other Amphetamines: An Integrated
BC Strategy, Ministry of Health for BC
19
1. Go to the website for documents published by the Ministry of Health for BC
http://www.health.gov.bc.ca/mhd/publications.html and access the Archived
Publication Crystal Meth and Other Amphetamines: An Integrated BC Strategy
2. Review this report.
Part Four – Optional: Posting to “Views and Voices” Discussion Topic
The province has stated its intent to design programs “based on a continuum of services
that is built on four fundamental concepts: population health, health promotion, harm
reduction and community capacity-building.”
response to the “Continuum of Services in BC” discussion thread. (The first student to
post to the thread "Continuum of Services in BC" will need to start the thread by
composing a new posting titled "Continuum of Services in BC". Once the thread has been
created the other students will reply to the first posting titled "Continuum of Services in
BC".)
Learning Activity 3.3 – Assigned Readings (Social Work, Prevention, and Peer
Helping) and Questions for Practice Workbook
Introduction
This learning activity directs you to chapters in your course text that illustrate a social
work perspective for understanding addictions and describe some of the many
complexities of practice.
Part One
Read:
1. Csiernik and Rowe (2003)
a. Chapter 2, “Prevention as Controversy: Harm Reduction Approaches,” by
Jim Watkin, William S. Rowe, and Rick Csiernik
b. Chapter 3, “Social Workers and Safer Injection Rooms: ‘We accept them
the way they are …,’” by Leah Malowaniec and William S. Rowe
20
c. Chapter 4, “Is Alcoholics Anonymous of Value for Social Work
Practice?” by R. Csiernick
Part Two
1. Identify at least three key concepts that Csiernik and Rowe describe as essential
understandings for social workers.
2. How have moral, religious/spiritual, and cultural values influenced our
perceptions of alcohol use? Drug use? Tobacco use?
3. What theories inform a social work understanding of addiction?
4. Which five common harm-reduction strategies are described in your text?
5. How are social workers involved in overturning the medical model?
6. What is the relationship of AA to social work practice?
Learning Activity 3.4 – Media Survey, Review and Reflections; Addictions and
Disadvantage
Type: Required, Participation contributes to grade for Assignment 1.
Introduction
Many of the issues facing disadvantaged populations and addictions are regularly
reported in the news. The way these issues depict those who experience addictions or are
impacted by the addictions of others make for an interesting examination. This activity
invites you to observe the newspaper media over the duration of the course, make a
critical appraisal of how these issues are depicted in the newspaper media and engage
your fellow learners in a discussion about the newspaper media reports. This is an
individual assignment and your participation contributes to your grade for
Assignment 1.
This learning activity is part of Assignment 1, which is graded. Before completing this
activity, please read and follow the instructions and grading criteria for Assignment 1.
21
UNIT FOUR
Learning Activity 4.1 – Canadian Centre on Substance Abuse: Website Review and
Optional Discussion
Type: optional, self-paced
Introduction
This activity directs you to explore websites that describe addictions and addictive
processes. The activity gives you an opportunity to access material related to the
prevalence, the service-delivery system, and contemporary policy issues in the addiction
field in Canada. The website of the Canadian Centre on Substance Abuse contains many
valuable sources of information concerning the context of addictions in Canada.
Part One: Website Review
Go to the website for the Canadian Centre on Substance Abuse (CCSA)
1. Find the link to a listing of organizations involved in the addictions field (e.g.,
policy, prevention, treatment), which can be found at
http://www.ccsa.ca/CCSA/EN/Addiction_Databases/ You can use this website to
locate services in the region where you live or hope to practice one day.
2. Review the news releases that can be located using the top bar menu of the CCSA
website http://www.ccsa.ca/CCSA/EN/TopNav/Newsroom/
3. Review the material published by CCSA on harm-reduction protocols at
http://www.ccsa.ca/CCSA/EN/Publications/ (Scroll down to the header "Harm
Reduction Series on Special Populations in Canada")
Part Two (Optional): Posting to “Views and Voices” Discussion Topic
response to the “Prevalence of Addictions and Addictive Processes” discussion thread.
(The first student to post to the thread "Prevalence of Addictions and Addictive
Processes" will need to start the thread by composing a new posting titled "Prevalence of
Addictions and Addictive Processes". Once the thread has been created the other students
will reply to the first posting titled "Prevalence of Addictions and Addictive Processes".)
Learning Activity 4.2 – Assigned Readings (Trans-theoretical Model of Change:
Implications for Practice) and Questions for Practice Workbook
22
Introduction
This activity directs you to articles where the core concepts of the cycle of change models
are described and implications for practice are noted.
Part One
In your course readings package, locate and read:
1. Davidson, R. (2002). Cycle of change: Ideas, issues and implications. Drugs:
Education, Prevention and Policy 9 (1), 7-14.
2. Sutton. S. (2001). Back to the drawing board? A review of applications of the
transtheoretical model to substance use. Addiction 96, 175–186.
3. Walters, G. D. (1999). Addiction as a sociological construct. In The addiction
concept: Working hypothesis or self-fulfilling prophesy? (pp. 73–98). Needham
Heights, MA: Allyn & Bacon.
Part Two
1. Think of your own experiences of trying to change something about yourself. To
what extent do the stages of change in the trans-theoretical model (TTM) reflect
your process of change? What is missing from the model? What are the
limitations of this model with marginalized groups? What questions about change
emerged for you?
2. What is the TTM taking for granted? How does it account for differences in
power among people in society? What might these assumptions imply in practice?
3. What stage do you think is the easiest in which to remain? Why?
4. What stage do you think is the most difficult to maintain? Why?
5. How would you define readiness for change? What are the challenges inherent in
working from a client-centred approach and applying this model?
23
6. How well does the TTM account for cultural differences? How would it work for
indigenous people? For youth? For women? For gay and lesbian people and other
selected groups?
7. What does this model of change have to say about power imbalances in society,
and how this might influence individuals’ ability to change?
8. How is addiction socially constructed?
UNIT FIVE
Learning Activity 5.1� Assigned Readings (Theoretical Perspectives) and
Part One
1. In your course text (Csiernik and Rowe, 2003), locate and read:
a. Chapter 16, �Concurrent Disorders and Social Work Intervention�
2. From the e-reserve library, locate and read:
a. Griffiths , M. (2002). The bio-psycho-social approach to gambling:
Contextual factors in research and clinical interventions. eGambling: The
Electronic Journal of Gambling Issues. Toronto: Centre for Addiction and
Mental Health. Available at
http://www.camh.net/egambling/issue5/feature/index.html
b. Slaght, Evelyn, Lyman, Sue, & Lyman, Scott. (2004). Promoting healthy
lifestyles as a biopsychosocial approach to addictions counselling. Journal
of Alcohol & Drug Education 48(2), 5-16.
c. MacKinnon, Selene Varney. (2004). Spirituality: Its role in substance use,
treatment and recovery. DATA: The Brown University Digest of Addiction
Theory & Application 23(7), p.8.
3. You may choose to read the following optional e-reserve readings:
a. Hanninen, Vilma, & Koski-Jannes, Anja. (1999). Narratives of recovery
from addictive behaviours. Addiction 94(12), 1837-1848 (12 pages).
24
b. McDonald, Peter, & Coleman, Mikki. (1999). Deconstructing hierarchies
of oppression and adopting a �multiple model� approach to antioppressive practice. Social Work Education 18(1), 19�34 (15 pages).
Part Two
1. According to the MCFD publication (Bio-psycho-social theory: A comprehensive
descriptive perspective on addiction), which social theories inform the biopsycho-social-spiritual perspective?
2. What do articles about the bio-psycho-social-spiritual approach teach us about
intervening with those who are addicted or affected by the addiction of others?
3. How does the article by McDonald and Coleman help to explain the intersection
of various oppressions? What relevance does this have to working with those who
are addicted or affected by the addictions of others?
4. How does the article on the narratives of recovery from addictions fit with the
strengths perspective? How does it fit with the bio-psycho-social-spiritual
perspective?
5. How can our own views on spirituality both help and hinder us when working
with individuals?
6. How do contextual factors influence how people become involved in addictive
processes such as problem gambling?
7. How do various bio-psycho-social-spiritual factors help to explain the
complexities of concurrent addiction and mental health conditions?
UNIT SIX
Learning Activity 6.1 – Assigned Readings (“Understanding Addictions in
Childhood and Youth”) and Questions for Practice Workbook
Part One
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1. In your course readings package, locate and read:
a. McCormack, T. (1999). Fetal syndromes and the charter: The Winnipeg
glue-sniffing case. Journal of Law and Society14(2), 77-99.
b. Copeland, B., & Rutman, D. (1996). Young adults with fetal alcohol
syndrome or fetal alcohol effects: Experiences, needs and support
strategies. Victoria: University of Victoria (pp. 13-24 and pp. 71-83).
2. From the e-reserve file from the Library, locate and read:
a. Chudley, Albert E., Conry, J., Cook, J., Loock, C., Rosales, T., &
LeBlanc, N. (2005). Fetal alcohol spectrum disorder: Canadian guidelines
for diagnosis. Canadian Medical Association Journal 172 (5) (Suppl.
3/1/2005), S1-S21 (21 pages).
b. Marcellus, L. (2004). Feminist ethics must inform practice: Interventions
with perinatal substance users. Health Care for Women International 25
(8), 730-742 (13 pages).
c. Jamner, Larry D.; Whalen, Carol K.; Loughlin, Sandra E.; Mermelstein,
Robin; Audrain-McGovern, Janet; Krishnan-Sarin, Suchitra; Worden,
John K.; & Leslie, Frances M. (2003). Tobacco use across the formative
years: A road map to developmental vulnerabilities. Nicotine & Tobacco
Research 5 (Suppl. 1), S71-S78 (8 pages).
d. Hunt, Geoffrey, & Evans, Kristin. (2003). Dancing and drugs: A cross
national perspective. Contemporary Drug Problems 30 (4), 779-814 (36
pages).
a. Dickson, Laurie, Derevensky, Jeffrey L., & Gupta, Rina. (2004). Youth
gambling problems: A harm reduction prevention model. Addiction
Research & Theory 12(4), 305-316 (12 pages).
b. Rew, Lynn, & Horner, Sharon D. (2003). Personal strengths of homeless
adolescents living in a high risk environment. Advances in Nursing
Science 26(2), 90–102 (12 pages).
Part Two
1. Which developmental characteristics are associated with adolescence?
26
2. How might risk factors contribute to involvement of youth in addictions/addictive
processes?
3. What are the core issues at stake in the Winnipeg glue-sniffing case? What would
the anti-oppressive practice perspective be in this situation?
4. What does Marcellus suggest about the historical attitudes toward the use of
substances by pregnant women? What does this author define as a feminist ethic
toward this issue?
5. What are the distinguishing features of FASD and what are some of the needs of
children and youth with FASD?
6. What recommendations do Jamner et al. (2003) make regarding steps that should
be taken to protect children and youth from tobacco or other addictions?
7. How has the dance culture “normalized” the use of substances by youth? What
issues does this raise?
8. How can the harm reduction model be applied to adolescent gambling and other
addictive processes?
9. How could the concepts of “resiliency” and a “strengths perspective” assist those
working with homeless or street-involved youth?
UNIT SEVEN
Learning Activity 7.1 – “Addictions and Aging” Reading and Optional Discussion
Type: optional, self-paced
Part One: Website Review
Locate the following readings on the e-reserve system:
1. Garcia, Robert M. (2006). Five ways you can reduce inappropriate prescribing in
the elderly: A systematic review. Journal of Family Practice 55(4), 305-312 (8
pages).
2. Grant Stitt, B. Giacopassi, David, & Nichols, Mark. (2003). Gambling among
older adults: A comparative analysis. Experimental Aging Research 29(2), 189–
204 (15 pages).
27
Part Two (Optional): Posting to “Views and Voices” Discussion Topic
response to the “Addictions and Aging” discussion thread. (The first student to post to the
thread “Addictions and Aging” will need to start the thread by composing a new posting
titled “Addictions and Aging”. Once the thread has been created the other students will
reply to the first posting titled “Addictions and Aging”.)
Learning Activity 7.2 – Assigned Readings (“Understanding Addictions in Adults”)
and Questions for Practice Workbook
Part One
1. From your course text (Csiernik & Rowe, 2003), read:
a. Chapter 5, “Professional-Peer Co-Leadership: The Elders Health Care
Program,” by Debra Kostyk, Don Fuchs, Ellen Tabisz, and William R.
Jacyk
b. Chapter 12, “Violent Substance Abusers in Domestic Violence
Treatment,” by
Thomas Brown, Annette Werk, Tom Caplan, and Peter Seraganian
c. Chapter 20, “An Examination of Gambling and Problem Gambling in
Canada,”
by Clare Hargreave and Rick Csiernik
d. Chapter 21, “Social Work with Problem Gamblers: A Key Informant
Survey of Service Needs,” by James Chacko, Megan Palmer, Kevin M.
Gorey, and Nadine Butler
2. From the e-reserve file from the Library, locate and read:
a. Garcia, Robert M. (2006). Five ways you can reduce inappropriate
prescribing in the elderly: A systematic review. Journal of Family
Practice 55(4), 305-312 (8 pages).
b. Grant Stitt, B. Giacopassi, David, & Nichols, Mark. (2003). Gambling
among older adults: A comparative analysis. Experimental Aging
Research 29(2), 189–204 (15 pages).
28
a. Sumitra, Leena M., & Miller, Shannon C. (2005). Pathologic gambling
disorder. Postgraduate Medicine 118(1), 31-37 (7 pages).
b. Marshall, Katherine, & Wynne, Harold. (2004). Against the odds: A
profile of at-risk and problem gamblers. Canadian Social Trends,
Summer(73), 25-29 (5 pages).
Part Two
1. How can age peers provide support to older adults with various health and social
concerns?
2. What are some of the social determinants of disordered/problem gambling?
3. Describe your reaction to the DSM IV definition of pathological gambling.
4. How do non-chemical addictions such as Internet addictions create difficulties for
people? What characteristics are common to both non-chemical addictions and
addictions related to substance use?
5. What risk factors are associated with problem gambling and what can be done to
reduce those risks?
6. How are domestic violence and substance misuse related?
7. Which factors are important in helping those in conflict with the law move toward
change and recovery?
UNIT EIGHT
Learning Activity 8.1 – Media Survey, Review and Reflections; Addictions and
Indigeneous People
Type: Required, Participation contributes to grade for Assignment 1.
Introduction
Many of the issues facing disadvantaged populations and addictions are regularly
reported in the news. The way these issues depict those who experience addictions or are
impacted by the addictions of others make for an interesting examination. This activity
invites you to observe the newspaper media over the duration of the course, make a
29
critical appraisal of how these issues are depicted in the newspaper media and engage
your fellow learners in a discussion about the newspaper media reports. This is an
individual assignment and your participation contributes to your grade for
Assignment 1.
This learning activity is part of Assignment 1, which is graded. Before completing this
activity, please read and follow the instructions and grading criteria for Assignment 1.
Learning Activity 8.2 – Website Review ( First Nations and Inuit Health Division of
Health Canada .) Readings, Reflections, Commentary, and Optional Interactive
Discussion
Introduction
In this activity you will be directed to documents published by the First Nations and Inuit
Health Division of Health Canada.
This activity has three parts. Part Three is optional.
Part One
Go to the website for the First Nations and Inuit Health Division of Health Canada at
http://www.hc-sc.gc.ca/fnih-spni/pubs/substan_e.html and look at the documents
available under “Substance Use and Treatment of Addictions - Reports and Publications.”
There are a number of reports that outline the impact of addictions/addictive processes on
indigenous peoples.
Review at least two of these documents.
Part Two
In your practice workbook, write a summary of what you learned from reviewing these
documents.
Part Three (Optional): Posting to “Views and Voices” Discussion Topic
response to the “Addictions and Indigenous Peoples” discussion thread. (The first student
to post to the thread "Addictions and Indigenous Peoples" will need to start the thread by
composing a new posting titled "Addictions and Indigenous Peoples". Once the thread
has been created the other students will reply to the first posting titled "Addictions and
Indigenous Peoples".)
30
Learning Activity 8.3 – Assigned Readings (Addictions and Indigenous People) and
Part One
1. In your course texts, locate and read:
a. Maracle (1993), Crazy Water, Chapters 2 to 5
b. Csiernik & Rowe (2003), Chapter 15, “Alcohol and Drug Addiction in
Native Land,” by Mavis Etienne
2. From the e-Reserve library, locate and read:
a. Mohatt, G., Rasmus, S., Thomas, L., Allen, J., Hazel, K., & Hensel, K.
(2004). Tied together like a woven hat: Protective pathways to Alaska
native sobriety. Harm Reduction Journal1(10).
Part Two
1. In Crazy Water, how do people describe their first taste of or experience with
alcohol? What are some of the positive aspects of people’s experiences?
2. Citing examples from Crazy Water, how do a) racism, b) internalized racism, c)
the notion of self-fulfilling prophecy, and d) peer pressure and social norms apply
in shedding light on the reasons for alcohol use among First Nations people?
3. When we discuss prohibition in Canada, why do we fail to acknowledge the
history of prohibition as it applied to First Nations people?
4. Describe how prohibition and bootlegging contributed to excessive substance use
and eventually racist perceptions of First Nations’s drinking patterns?
5. “Wilma” (Maracle, p. 78) describes her family’s financial dependence on
bootlegging to survive. Discuss the implications of impoverished families forced
to break the law in order to feed themselves. How would this contribute to a
31
child’s understanding of alcohol use? Can you describe any similar current
situations in poverty-stricken neighbourhoods in North America?
6. What aspects of the cultural congruence model (as described in the Unit Notes)
appear to be most helpful in designing programs for healing and helping in
indigenous communities?
7. Identify the key components of the healing and helping programs that are
described by Etienne (in Csiernik & Rowe, 2003).
8. Explain how the reading by Mohatt et al. (2004) provides a culturally and
contextually based explanatory model of recovery from addictions for indigenous
peoples.
9. Describe the components of cultural competence and apply them to working
within an indigenous community.
UNIT NINE
Learning Activity 9.1 – Website Review ( Vanier Institute of the Family) Readings ,
Reflections, Commentary, and Optional Interactive Discussion
Introduction
The Vanier Institute of the Family publishes a magazine called Transitions. In the
summer of 2004, the Institute dedicated Volume 34, No. 2, to issues related to addictions
in the family.
In this activity you will be directed to documents published by the Vanier Institute of the
Family.
Part One
Access and read documents on the Vanier Institute of the Family homepage :
1. Review the document “Addiction in our Families.” This can be found at
http://www.vifamily.ca/library/transition/342/342.html
2. Review at least one of the other documents on families and family life that are
available on the “Virtual Library of the Vanier Institute of the Family” by clicking
on the left-hand menu on the Vanier Institute of the Family homepage at
http://www.vifamily.ca/library/library.html
32
Part Two
In your practice workbook, write a summary of what you learned from reviewing these
documents.
response to the “Addiction and the Family” discussion thread. (The first student to post to
the thread "Addiction and the Family" will need to start the thread by composing a new
posting titled "Addiction and the Family". Once the thread has been created the other
students will reply to the first posting titled "Addiction and the Family".)
Learning Activity 9.2 – Assigned Readings (“Addictions and Family Life”) and
Part One
1. In your course text (Csiernik & Rowe, 2003), locate and read:
a. Chapter 10, “Going Home: Rediscovering the Family in Addiction
Treatment in Canada,” by Rick Csiernik and Ramona Alaggia
b. Chapter 11, “Patterns of Intimacy and Sexual Expression in Interaction
with Addictions,” by M. Louise Osmond and M. Dennis Kimberley
c. Chapter 12, “Violent Substance Abusers in Domestic Violence
Treatment,” by Thomas Brown, Annette Werk, Tom Caplan, and Peter
Seraganian
a. Feig, L. (1998). Understanding the problem: The gap between substance
abuse programs and child welfare services. In R. Hampton, V. Senatore, &
T. Gullotta (Eds.), Substance abuse, family violence, and child welfare:
Bridging perspective s (pp. 62–95). Thousand Oaks, CA: Sage.
3. From the e-Reserv library, locate and read:
33
a. Leonard, K. E. (2002). Alcohol’s role in domestic violence: A contributing
cause or an excuse? Acta Psychiatrica Scandinavica 106 (Suppl. 412), 914.
Part Two
1. How have families been involved in and impacted by addiction? What are the
needs of the family in recovery?
2. In your own words, describe the intersections between violence and substance
use. Describe other issues that have become apparent to you from these readings.
3. What is the main message of the readings and Unit Notes about the relationship
between addictions and intimate relationships?
4. What gaps are identified in the Feig article and what can be done to address this
issue in child welfare?
UNIT TEN
Learning Activity 10.1 – Assigned Readings (“Addictions and Gender”) and
Part One
a. Chapter 7, “ A Model for Working with Women Dealing with Child
Sexual Abuse and Addiction: The Laurel Centre, Winnipeg, Manitoba,”
by Diane Hiebert-Murphy and Lee Woytkiw
b. Chapter 17, “ Gender Differences in HIV Risk-Related Behaviours among
Injection Drug Users,” by Lynne Leonard
34
a. Travers, R., & Schneider, M. (1996). Barriers to accessibility for lesbian
and gay youth needing addiction services.Youth & Society 27(3), 356-378.
3. From the e-Reserv library, locate and read:
a. Matthews, Connie R., Lorah, Peggy, & Fenton, Jaime. (2006). Treatment
experiences of gays and lesbians in recovery from addictions. Journal of
Mental Health Counseling 28(2), 111-132.
Part Two
1. What is the main message of the readings and Unit Notes about the relationship
between addictions and gender?
2. What are the types of issues and stresses that gay, lesbian, bisexual, and transgendered youth are most likely to face?
3. The article by Matthews et al. (2006) describes 10 themes that emerged from their
research about the experiences of gay men and lesbians with addiction treatment .
Outline your understanding of these themes.
4. What unique addiction services might lesbian, gay, bisexual, or trans-gendered
people require? How would you incorporate their unique needs into your
framework for practice?
5. What particular life experiences of women and men may inform their
involvement with addictions/addictive processes?
Learning Activity 10.2 – Practicing the Quiz Tool
Type: Required, time-senstive
Instructions
The available period for writing the practice quiz starts this week, and you will be able to
view the online practice quiz on your home page. This is a reminder that you get as many
attempts as you wish to write the practice quiz during this period; however, you will be
allowed to write the actual quiz only once. All students in the class are required to
complete the practice quiz prior to the end of Unit 10 (calendar date to be noted in
Blackboard calendar) as a required, but not graded assignment.
35
The questions on this practice quiz are not related to the course content. The quiz is
designed to help you become familiar with using the quiz tool on the Blackboard and to
become aware of the types of questions that are used. This practice quiz is also intended
to provide an opportunity for any advance troubleshooting with respect to technical
difficulties that you might encounter when using the quiz tool, due to the configuration of
your computer.
The quiz includes multiple choice, true/false, short-answer, matching, and long-answer
questions. The long-answer question is often called a paragraph question. You are
expected to write a paragraph (normally five to seven sentences) and are given a
maximum-size text box to write in, which is normally about 10 lines of text.
It is strongly advised that you complete the practice quiz on the same computer that you
intend to use for the actual quiz. This way, you may learn in advance if there are any
potential technical glitches. Students are responsible for contacting the helpdesk to sort
out any problems in advance of attempting the actual quiz. Please do not leave this to the
last minute, as the helpdesk is available limited hours and is in high demand.
Once you have accessed the quiz tool, and before beginning the practice quiz, please read
the entire instructions, right through to the bottom of the page, including the important
tips about submitting the finished quiz and the section on troubleshooting around browser
configuration, java-script errors, browser/computer crashes, and pop-up blocking
software that you might have installed on your computer. You need to be familiar with all
of these considerations.
As noted earlier, both the practice quiz and the actual quiz are time limited. The clock
does not start ticking for the completion time until you click on “begin quiz.” This allows
you plenty of time to read the instructions for the quiz before you start it. You should
carefully read all the information, especially how to submit your quiz for grading once
you have finished it.
Please note that while you are completing the quiz, a helpful summary guide to the right
of your screen is keeping track of your progress, including the number of questions
answered and the time remaining on the clock. It also shows whether you have skipped
any questions or forgotten to save your answers. It is strongly recommended that you
refer to this guide prior to submitting your finished quiz for grading.
UNIT ELEVEN
Learning Activity 11.1 – Assigned Readings (Addictions and Community)
36
a. Chapter 6, “Vocational Rehabilitation of Substance Abusers: A
Challenge,” by Pauline Morrissette and Marie-Josée De Montigny
b. Chapter 19, “Drug Testing, Employability and Welfare,” by Rick Csiernik
and Carolyne Gorlick
c. Chapter 8, “The Role for Community-Based Residential Addiction
Treatment Programs in an Outpatient World,” by Rick Csiernik
d. Chapter 9, “Conducting Community-Based Research: The Evaluation of a
Relapse Prevention Group,” by Rick Csiernik and Jane Troller
Learning Activity 11.2 – Website Review (Canadian Centre for Substance Abuse:
Impact of Addictions) Readings, Reflections, Commentary, and Optional Interactive
Discussion
Introduction
An earlier learning activity directed you to the website of the Canadian Centre for
Substance Abuse (CCSA). As you saw there, a number of reports are available on the
website. This activity invites you to return to that website and access two additional
reports.
In this activity you will be directed to three documents that have been published by the
CCSA.
Part One
Go to the website for the Canadian Centre on Substance Abuse (CCSA)and access the
information found on this site- http://www.ccsa.ca
Find the link that provides access to the following documents:
1. Canadian Center on Substance Abuse (CCSA). (2007). National Framework for
Action to Reduce the Harms Associated with Alcohol and Other Drugs and
Substances in Canada. Ottawa, ON: CCSA
2. Canadian Center on Substance Abuse (CCSA). (2007). Harm Reduction
Prevention Strategy for Canada's Youth. Ottawa, ON: CCSA
Part Two
37
Review these reports and consider the following:
1. What four reasons are given in the Rehm et al. (2006) report for estimating the
social costs of substance abuse?
2. The report by Thomas (2005) suggests that “harms that arise from the
criminalization of substance abusers include disenfranchisement, exclusion from
housing and education, restrictions on travel, and the health and social effects of
imprisonment. These ‘enforcement-related harms’ are especially problematic
where the punishment is perceived to be disproportionate to the crime, such as in
the case of criminal sanctions for the possession of small amounts of cannabis for
personal use.” What are your views about this statement?
3. What else did you learn from these reports and what questions do you have about
the relevance of harm-reduction strategies for community well-being?
brief summary in the Views and Voices discussion topic but this is optional. Please post
your response to the “Harm reduction and Community well-being” discussion thread.
(The first student to post to the thread "Harm reduction and Community well-being" will
need to start the thread by composing a new posting titled "Harm reduction and
Community well-being". Once the thread has been created the other students will reply to
the first posting titled "Harm reduction and Community well-being".)
UNIT TWELVE
Learning Activity 12.1 – Assigned Readings (Addictions and Community)
In your course text (Csiernik & Rowe, 2003), locate and read:
1. Chapter X, “The Experiences of Chinese in Drug Treatment Programs in
Vancouver,” by Siu-ming Kwok
Learning Activity 12.2 – The Online Quiz
Type: Required, graded, and time limited
Instructions
38
You can view the online quiz on the course homepage and review specific instructions
for completing the quiz inside the quiz tool. You are allowed one attempt to complete the
quiz. All students in the class are required to complete this quiz prior to 11:59 pm PST on
the end date (the specific calendar date is noted in Blackboard calendar) as a required,
graded assignment.
The practice quiz you completed in Unit 10 was designed to help you become familiar
with using the quiz tool on Blackboard and with the types of questions that are used. This
practice quiz should have provided you with an opportunity for any advance
troubleshooting with respect to technical difficulties that you might encounter when using
the quiz tool, due to the configuration of your computer. Students are responsible for
contacting the helpdesk to sort out any problems in advance of attempting the actual quiz.
Please do not leave this to the last minute as the helpdesk is available limited hours and is
in high demand.
The quiz includes multiple choice, short-answer, true-false, matching, and long-answer
questions. The long-answer question is often called a paragraph question. You are
expected to write a paragraph (normally five to seven sentences) and are given a
maximum-size text box to use, which normally is about 10 lines of text.
The number of quiz questions will range from 20 to 25 questions, and everyone gets the
same number of questions. The quiz is worth 30 points. Questions are selected randomly
from the quiz database and the value of each question is shown. The questions for the
quiz may be drawn from material up to and including Week 12 - these include unit
notes, learning activities, required course readings from the printed course pack and texts.
Please note that e-reserve readings, whether required or optional, and supplementary
readings are not covered in the quiz.
As noted earlier, the actual quiz is time limited. The clock does not start ticking for the
completion time until you click on “begin quiz.” This allows you plenty of time to read
the instructions first. You should carefully read all the information, especially how to
submit your quiz for grading once you have finished it.
Please note that while you are completing the quiz, a helpful summary guide to the right
of your screen is keeping track of your progress, including the number of questions
answered and time remaining on the clock. It also shows whether you have skipped any
questions or forgotten to save your answers. It is strongly recommended that you refer to
this guide prior to submitting your finished quiz for grading.
Important: Please do not log in to Blackboard via Usource when you are going to write
your quiz. Students that log in via Usource (by clicking on the Blackboard button in
Usource to access Blackboard) are sometimes bumped off of Blackboard while writing
the quiz. To avoid this problem, please log in to Blackboard via direct link
http://blackboard.uvic.ca (input this address into the address bar in your internet
browser).
Learning Activity 12.3 – Course Evaluation
Please complete the course evaluation form.
39
ASSIGNMENTS:
Assignment #1: Media Survey and Discussion
Grade: 30%
Goal: The goal is to examine the issues facing disadvantaged populations and addictions
and how these are reported in the news media. The ways in which the media depicts
people who experience addictions (or are impacted by the addictions of others) will shape
public perceptions of these issues and populations. This goal will be achieved by
completing two learning activities (LA) as noted below.
Objectives: This assignment provides students with an opportunity to observe a
particular form of media (daily or weekly newspapers) over a period of several weeks,
making a critical appraisal of how addictions issues are depicted in newspapers,
particularly with respect to certain populations. Students are also expected to engage their
fellow learners in a discussion about these media reports, and making links to course
readings and unit notes. Students will select and focus on only ONE particular newspaper
article for each learning activity, drawn from a different newspaper each time, and using
current (not past or archived) newspaper articles. (Use articles published during this
school semester, beginning from the first day of classes onward).
Instructions: You can access most major Canadian newspapers through the UVIC
libraries website. Many newspapers also have digital editions that may be partly
accessible by the general ‘reading’ public without subscribing. Others you can subscribe
to free of charge as part of a school course.)
The CARBC website also has a links to the latest addictions related news articles. To find
these go to www.carbc.ca. For a guide to using the library gateway to access newstand
articles, please go to the bottom of these assignment instructions.
This is an individual assignment in which you are required to post specific contributions
to the media survey discussion topics, based on due dates for particular learning
activities, as noted below. Two discussion topic sites are created on the BB discussion
board where you are expected to make postings to the media survey discussion topic.
Please do not use attachments, as these are not compatible with the gradable discussions
tool. You are of course invited to post extra comments to these sites if interested in the
conversations, but these will not be considered part of the graded assignment work.
Collectively your contributions (postings to the media survey sites) will comprise your
grade for Assignment 1. You are required to make a total of two original postings related
to two designated topics in the course on specific due dates (see details in description of
learning activities below). Each of these original postings will be about 750 words and
will be completed on the due dates shown for the assignment.
Each of these two original postings should be based on a current newspaper article on an
addictions topic. Each original posting should include a brief description of the type of
newspaper (daily, weekly, alternative etc.) and the geographic area of its distribution, as
40
well as its readership or intended audience. While it is acceptable to use a digital version
of a newspaper article, do not select blogs, podcasts, etc (please select a hard copy or
digital copy of a newspaper publication). You should also include a brief synthesis of the
key points of the selected newspaper article. Self-locate relative to the topic of the
newspaper article and describe the standpoint of the author and the stance represented by
the publication (you may need to do an online search to establish the author’s background
and the perceptions around the publication’s political stance).
Each of these original postings should consist of a critical appraisal of the newspaper
article, including the author's standpoint and how the author shapes the addictions issues
that are contained in the article. Critical appraisal includes contradictions, complexities,
biases and challenging assumptions.
The original postings should also integrate course theory models and concepts to deepen
the level of discussion. You are expected to make explicit links to the readings and cite
the readings APA style. You are required to integrate a minimum of three required course
readings in addition to citing concepts from unit notes. Your original postings should
contain an APA style reference list that includes all sources cited plus the newspaper
article that was selected for this critique. These two original postings will be graded
according to the assignment grading instructions.
During the week that you post your own original postings, you are also expected to
respond to two original postings posted by other students in the class. This requires that
in total you will post four response postings on the appropriate due dates. These postings
should be about 100 words in length and should add to the critical discussion. These
response postings are required for successful completion of the assignment and constitute
a part of the assignment grade (the response postings will not be marked by the
instructor).
For each original posting, create a subject line with the LA number and your first and last
name. Select and focus on only ONE newspaper article for each original posting.
1. Learning Activity 3.4 – Media Survey, Review and Reflections; Addictions and
Disadvantage or Marginalization – select a newspaper article that addresses a
particular marginalized population and addiction. Socially locate yourself relative
to this population and these issues. If you are an outsider to this population and/or
experience of addiction, acknowledge this location and factors to consider when
approaching this task. (Value = 15 points)
2. Learning Activity 8.1 - Media Survey, Review and Reflections; Addictions and
Indigenous People – select a newspaper article that addresses indigenous
populations in Canada or elsewhere and addictions issues. Socially locate yourself
relative to population and these issues. If you are an outsider to this experience
and/or population, acknowledge this location and factors to consider when
approaching this task. (Value = 15 points)
Total Value for Assignment 1 = 30% of course grade
Grading Criteria for Media Survey and Discussion
41
•
Demonstrated ability to access a range of daily or weekly newspaper articles from
varying sources with current dates, focusing on just one article per learning
activity.
•
Demonstrated ability to critically appraise the media reports, noting complexities
and contradictions, challenging assumptions and views, and identifying biases.
•
Demonstrated ability to make links to a minimum of three required course
readings and unit notes to deepen the analysis of how the news media depicts
these issues; with an emphasis on theory models and concepts.
•
Demonstrated ability to engage in a respectful discussion with others and to
respond to how addictions are portrayed in the media.
•
Thoroughness of the media survey review and quality of postings with the
minimum of two “original” postings (required and graded) and four responses
(required but un-graded).
•
Two substantial responses were made to the original postings of other students.
•
Self-locating relative to the topic of the newspaper article and describing the
standpoint of the author and the stance represented by the publication.
•
Demonstrated ability to communicate clearly and effectively with postings that
are contributed in accordance with assignment instructions, including the learning
activities, length, time-lines and APA style for citations within the text of the
postings and reference lists. Contributions are copied and pasted into the
discussion site (no attachments) with appropriate subject lines.
Accessing Canadian Newsstand through the UVic Gateway
The UVic libraries website hosts Canadian Newsstand, a searchable database of Canada's
major newspapers.
1.
2.
3.
4.
5.
Go to UVic libaries webage, http://gateway.uvic.ca
Click on Full Text, and then click on Newspapers.
Click on Canadian Newsstand
You will prompted to enter your Netlink ID and Password
A list of all the searchable publications will appear. Either select a newspaper
from the list, or click the Advanced tab above to search within all the
publications.
Assignment #2: Community Services Report
Grade: 25%
Length: Maximum of 3500 words
Submit: to the Instructor using the Assignment Dropbox and attach your paper as a word
42
document in RTF (Rich Text Format) only.
Format: Use APA style for the reference list and to cite sources.
Note: This assignment is a “pair or trio” project that you will do jointly with one or two
other students. This will involve collectively doing the research for, and writing one
report on community services in a particular region that will be submitted to the
assignment drop box. A joint grade will be assigned. Your instructor will provide further
information in the Notices from Instructor topic with respect to determining the
composition of the pairs or trios. If you would like to work as an individual you will need
to seek permission from the instructor.
One student should take on the role of being the lead author and submitter for this report
to ensure that it is edited and submitted by the due date. Students will self select into a
pair or trio in order to work on this project with students who either live in the same
geographic area or who have an interest in a particular service delivery area or an area
where they imagine they might someday want to practice. Please note that a student could
be part of a trio even if that student doesn’t live in the area, if the group agreed that this
person could do the electronic and telephone research and participate electronically in the
writing of the report. Please note that members of your pair or trio are NOT expected to
meet face to face to carry out this assignment. This project can be accomplished by using
the discussion topic on this BB site and BB email. Your instructor will place you in a
group with others from your region. When you see who your other group members are
please go into the intros topic in the discussions area and read their intros. Please post a
message in your small group discussion topic indicating that you are ready to get started.
Goal: Students will critique the range and types of substance use and addiction services
within their geographic region and/or social services region.
Objectives: This assignment provides students with an opportunity to explore patterns of
use with respect to substance use and addictions (SU&A) in their region as well as
regional demographics with a view to producing a regional profile.
Students will also investigate the range and type of SU&A services available in their
region, within the context of the continuum of services described by Serzisko (2004) in
the unit readings.
Students are expected to acquire information on these services by personally engaging in
hands-on (face to face and telephone) research within their region as well as accessing
electronic and other sources.
Students will also (based on regional demographics) critically reflect on the diverse needs
within their region and how well the existing SU&A services meet these needs, including
barriers and gaps within the existing system of care.
Students will critically discuss this existing system of care by identifying theory models
in use in their region and assumptions (about how people change) embedded in this
system of care; while making links to course materials in Units 1-4 to support their
discussion.
43
Format: Write this paper in the form of a report (paragraphs, not point form). Organize
your paper with sections and headings consistent with the assignment objectives.
Therefore no generic introduction or conclusion is necessary. Use APA style for
organizing the paper by sections with headings, citing sources within the text of the
paper, creating the cover page, page numbering and the reference list. Do NOT include
any tables, spreadsheets or lists.
Instructions:
This assignment has two stages and you are expected to use course material and these
instructions to guide your work. A reading in Unit 3 (Serzisko, 2004) that provides an
overview of BC Addictions Services should be used as a resource for this assignment, in
terms of the continuum of services. This article describes the typical range and types of
services available, and you should use this as the guideline for your community services
report. Please remember that you are investigating services for substance use and
addictions, including problem gambling and disordered eating, not just alcohol and drug
services.
Before starting your research, review this article and use the list of types of services on
pages 3 and 4 to guide your project. At minimum, the types of services within Serzisko's
list should be addressed in your paper, and if your particular region offers services
beyond these types, then these should also be discussed.
Stage 1:
Learning Activity 1 in Unit 2 invites you to go to the website for the Canadian Centre on
Substance Abuse (CCSA). This is a good place to begin the on-line portion of your
research. From this website you can find the link to an on-line database of treatment
services in Canada that allows you to search for substance use treatment services by city.
This is found at http://www.ccsa.ca/CCSA/EN/Addiction_Databases/. CCSA also has on
their website a set of key questions to consider when seeking substance use treatment. It
is strongly recommended that you use some of these questions to guide the critique of
your paper, along with some of your own critically reflective questions consistent with
the assignment objectives.
For students in BC, information on treatment services may be available from the BC
Alcohol and Drug Information and Referral Service by telephone, 1-800-663-1441 or
604–660-9382, or by email [email protected]. This service is also available
on-line at http://www.vcn.bc.ca/isv/adirs.htm. This BC site has links to the Vancouver
Red Book Directory and to the BC Problem Gambling Information and Referral Services
(that can be reached at 1-888-795-6111). These phone lines can provide information on
services throughout the province of BC. You may find a couple of useful links to BC
services on the Kaiser Foundation website at http://www.kaiserfoundation.ca. Students
living on Vancouver Island may want to check the following website for services offered
under VIHA. www.viha.ca/mhas/.
Most provinces and territories have similar government bodies. In Alberta try Alberta
Alcohol and Drug Commission (AADAC) website at www.aadac.com. Students in other
44
provinces and territories should try to access similar info lines or websites for their area.
Try looking in the government pages of the telephone directory or search online under
government websites.
In addition, many cities across Canada have directories of regional, social and
government services, often called “Red Books”. This book is typically a guide to services
that offer counseling services (including addictions), and links to services related to
health, finances, education, housing and cultural services. Ask if your region has a “Red
Book” directory or similar resource. Websites are not always kept regularly up to date. It
is your responsibility to determine that the information you find on-line is accurate and
current. The Resources page on the course Blackboard site may also contain helpful
websites where you can obtain data on a provincial and/or federal level.
You are expected to conduct local and “hands-on” investigations of your own through
personal queries to agencies either in person or by telephone. Try to pick up pamphlets
from agencies as these often have detailed information about their perspective and the
population they serve, etc. Networking with other professionals in the region to determine
services is also important. You are NOT expected to conduct an interview at any of these
agencies. You should put yourself in the role of a client trying to find information for
himself or a family member with a substance use issue, and also in the role of a social
worker trying to find information for a referral for one of your clients. Investigate the
range and types of services (see article mentioned above) that are available in your
region. If a service is not available find out where a client would be referred for such a
service, how far away it is, and what type of service is available. Learn key information
about these services, whom they serve and how they operate (as though you may want to
make a referral).
In addition to service delivery, you are expected to familiarize yourself with the current
situation regarding substance use in your own region. Find out information on the
patterns of use and drugs of choice as well as the prevalence of other forms of
addiction/addictive processes in your region. Agencies often keep records that track such
trends or produce such data. Front line workers also rely on statistical reports from
government and non-profit agencies to inform their practice. You may want to ask for the
names of these reports so you can search for them. However you are also expected to
conduct your own personal investigation (in person, by email or by phone) to obtain
relevant, current information on the situation in your region.
Other good contacts for information on substances/drugs of choice and patterns of use
would include social service agencies (such as street services and outreach programs),
regional police or RCMP Drug Awareness Officers, public and mental health
professionals, and school district representatives. Some regions also have regional tasks
forces or ‘user groups’ such as SOLID in Vancouver and Victoria BC. In BC, your
regional health authority should hold information. (For example see Vancouver Island
Health Authority or Vancouver Coast Health Authority websites.) Other territories or
provinces will have similar bodies.
When talking about patterns of use or trends in addictions/addictive processes
practitioners often note the prevalence of various drugs of choice and may identify sub
45
populations that are using particular substances or engaged in a particular addictive
process. The section of your report that reports on patterns of use might include the drugs
of choice consumed in that region (high cannabis or cocaine use, gambling rates, etc.)
Your data might also include trends such as poly drug use or particular client groups that
are using. For example, is there evidence of a crystal meth problem with youth? Is there
evidence of seniors in the region who are misusing prescription drugs and alcohol? Is the
misuse of pain medications such as Oxycontin a problem?
You are also expected to gather information on regional demographics in order to
develop a profile of your region. This is so that you can reflect on whether the diverse
needs of your region are being met by existing services. Please note that you should give
some thought to how you will define your region (by geographic size, service delivery
area or metro population for example). Normally ‘region’ for the purpose of this
assignment would refer to a service delivery area for health services such as a regional
district, or the largest urban center and its surrounding metropolitan area. For example,
this would be Greater Vancouver or Greater Victoria or the Capital Regional District, not
just the city itself, which can be quite small in population or geographic area. If you live
in a rural area you will need to include the largest urban center where clients might be
referred for substance use and addictions services.
You should provide about half a page (about 150 words) of current demographic data that
creates a profile of your region. This demographic data may include (but is not limited to)
the population and its distribution by race, ethnicity, visible minority status, indigenous
status, age, family status, gender, sexual orientation or affiliation, permanent and
transient status etc. Statistics on a range of socio-economic factors such as income,
education and employment levels, and labor market information, will also help to create
your regional profile. In this section you should locate yourself as to how well you ‘fit’
within this demographic profile.
Demographic data are available from a wide range of sources including the federal Stats
Canada website, Census reports and Economic Development Canada. Many provinces
and territories have sites designated for stats. For example, see BC Stats at
www.bcstats.gov.bc.ca. You can also go to the websites or offices of your regional
district planning department or regional economic development office. For example, in
Victoria BC information can be found at the Capital regional district website at
www.crd.bc.ca. You may also find information at city hall, and business organizations
such as the Chamber of Commerce or Economic Development Commission.
Stage 2:
Develop your report using sections and headings based on the assignment objectives.
(Although the maximum length is approximately 3500 words, you can exceed this by up
to 15% without penalty). Address the following (remember to use your critical analysis
skills and do not limit your report to a description only).
1. Prior to beginning your critical analysis, describe the region and its profile by
describing in detail current demographics.
46
2. Socially locate yourself within the region, according to several dimensions. These
dimensions might include previous experience working within or accessing the
addictions services in your region, as well as demographic characteristics as noted
above, in terms of how you may or may not fit in with the regional profile. Each
student (author) of the paper must self-locate individually. Describe the patterns
of use and substances/ drugs of choice as well as the prevalence of other forms of
addiction in your region, as gleaned from a range of sources.
3. Describe the range and type of addiction services available in the region, based on
the Serzisko (2004) article. The results of your personal research within the region
and other types of investigation should be evident in your report. Identify the gaps
in service delivery in terms of the full range of services and the types of services
offered. Include professional and peer helping services.
4. Using the demographic information that you have researched about the region,
discuss briefly and critically how diverse the addictions client group and drug user
groups are in your region and how well you think their range of needs is being
met either within that region or adjacent regions to which they are referred for
service. Consider a wide range of needs, including clients with concurrent
disorders, parents and poly drug users. Include a wide range of marginalized
populations when addressing gaps in specialized services and barriers to accessing
services.
Accessibility refers to a wide range of dimensions including financial, mobility
and ability, health status, geographic location, cultural competence of service
providers, and flexibility or options for clients in terms of the ways in which the
services are operated.
5. Identify and discuss (briefly, yet critically) the theory models and the assumptions
about addictions or how people change that may be reflected in the system of care
in your region. In your analysis you should integrate the materials covered in the
notes and learning activities from Units 1 to 4 of the course manual, as well as
your own critical reflection. What perspectives on substance use do you see
reflected within the region’s service providers? Discuss how the agencies in your
region reflect particular theoretical approaches that are described in Unit 4.
Describe what evidence you found of theories or models in use. Be explicit in
making these links, and give examples. Identify any contradictions. You do NOT
need to conduct a personal interview for this assignment but you are expected to
access information from a wide range of online and local sources and methods
including agency websites and reports, directories, telephone research or drop in
visits to local agencies that may be able to provide brochures or information.
Grading Criteria:
•
Ability to describe patterns of use and substances/drugs of choice and other
addictive processes in their region.
47
•
Ability to describe the regional profile (current, comprehensive regional
demographics) and self-location across several dimensions by each student
(author of the paper).
•
Degree to which full range of regional services and types of services is discussed,
including gaps based on the Serzisko article.
•
Ability to critically discuss the range of needs of diverse clients, how well these
needs are met, and barriers to access for marginalized populations.
•
Ability to identify and critically discuss the theory models and materials from
Units 1-4 in course materials that underpin the services, their perspectives on
substance use and the assumptions embedded in the region's system of care about
how people change.
•
Organization, cover page, page numbering, clarity, spelling, grammar, length and
APA.
•
Evidence of hands on research in the region, drawing on a wide range of sources;
links to course materials and achievement of assignment objectives; and visible
contributions from each member of the group.
Assignment #3: Group Workbook
Grade: 15%
Goal: The goal over the term is for the group to submit a group paper to the instructor for
marking that will receive a group grade. Students, working in groups, will demonstrate
their ability to reflect critically on course concepts from the units by producing a
discussion paper titled Assign 3.
Objectives: Writing this collective discussion paper will give group members an
opportunity to demonstrate their grasp of the concepts in the readings from a particular
unit, articulate how their understanding of particular topics has deepened, and reflect
critically on a range of issues.
Length: The length of the discussion paper is based on about 500 words contributed by
each student, proportional to number of students in the group. For example, if your group
only has four members, the word length expected is approximately 2000 words, whereas
if your group has six members, the length would be about 3000 words. This is based on
250 words per double spaced page. Groups can exceed their maximum length by 15%
without penalty.
Submission: Only one designated member of the group (identified as the ‘coordinator’)
will submit the assignment to the instructor using the Assignment Drop Box Tool. (Every
member of the group will receive feedback from the instructor.) The paper must include a
full cover page with the group’s number, the name of each group member, plus the
48
regular cover page information (APA style). Insert the coordinator’s name and title at the
top of the list of authors. Attach as a word document in RTF (Rich Text Format) only.
Format: Use APA style for the organization, writing style, page numbering, citation of
sources within the text of the paper, and the reference lists.
Process: Each group should nominate a coordinator and a writer/editor for the project.
The group should send a BB email to the instructor advising the names of students who
have assumed these roles. The coordinator should get the project started, develop a
schedule, keep the project on track, and ensure that submissions are received from every
group member. The coordinator should report on the project's progress to the instructor
and submit the assignment to the drop box by the due date. If a group member is not
contributing substantially to the project, the coordinator should advise the instructor of
this and also notify the student. Please read the school’s policy on evaluation of student
learning, and expectations regarding contributions to group projects and grading of group
projects (available on the school’s website). In particular, students should familiarize
themselves with the grading policy in which there are provisions for grading group
projects, including the allocation of differential grades if workload and participation are
not equitable.
The writer/editor should compile the individual submissions into a collective paper,
produce and circulate a draft to group members for feedback, edit it, and submit it for
grading. The group’s collective discussion paper should be based on required readings for
ONE particular unit as set out in the course schedule. Choose any unit from Unit One to
Unit Six. The group members need to come to consensus to select a unit on which to base
their collective paper. The coordinator will oversee this process and establish internal
time-lines. To help the group select a unit, every group member should review the entries
in their practice workbook and select two units on which they would like the group paper
to be based, and prioritize these as their first and second choices. Each member should
post this input to the group discussion site within the time-lines set by the coordinator.
Through a brief period of negotiation (3 days), the group should come to an agreement on
the unit to be used for this paper. (If all group members have not posted within a
reasonable timeframe, then those who have posted will get to make the decision.) The
coordinator will post a message indicating the group’s final choice.
Once the unit of choice is agreed upon, group members should review the content of the
unit and divvy up the work. Each student is expected to select a reading or topic on which
they will write a contribution for the group discussion paper. You should find it helpful to
review your weekly workbook notes when deciding what to focus on. Post a message to
the group indicating which reading or topic you wish to write about for the discussion
paper. The intention is that a wide range of readings and topics from the unit will be
integrated into the discussion paper. The coordinator should oversee this process to
ensure that each reading in the unit is addressed and that topics in the unit are covered. If
there are more group members than readings in the unit, two group members may work
on the same reading but they should choose different questions or aspects to write about.
The questions from the unit are intended as a study guide for you and for preparing for
the quiz. You do not need to address these questions in the discussion paper, but you may
use them as a guide if you wish, in terms of issues to raise.
49
To promote a critical discussion, contributors should identify complexities to deepen the
level of discussion, challenge assumptions and views, and identify contradictions and
implications for practice. The coordinator should monitor the process so that group
members post their contributions in a timely fashion, allowing the writer/editor sufficient
time to pull the final submission together into a cohesive discussion paper and post this
draft for feedback from group members. After integrating the members’ feedback into the
paper, the writer/editor will pull the paper together with a brief intro and conclusion and
do final editing. In the intro she should identify the title and number of the course unit
that was selected. The writer/editor should circulate a copy of the final submission to
each group member. She will also send a copy to the coordinator who will submit it to the
drop box before the due date.
The coordinator should ensure that the group members are contributing according to the
assignment instructions, keep the instructor informed of any difficulties, and ensure the
assignment is submitted on time and in accordance with the requirements Each group
member is required to contribute about 500 words. It is expected that each member's
contribution would come from one significant piece of writing they have done in their
workbook on one particular question in the selected unit.
Although the writer/editor is taking the lead role in pulling the collective paper together,
remaining members are responsible for not only their own contributions, but also for
responding to drafts posted by the writer and posting any extra information, changes or
feedback she needs. They should also provide any citations (APA style) for sources they
may cite. The group is expected to submit a paper that is produced by the collective with
substantial submissions from every member of the group. If this is not possible, the
coordinator should advise the instructor prior to submitting the paper for grading.
Grading Criteria:
•
Ability to write clearly and concisely within the word length, using correct page
numbering, spelling, grammar, composition and APA style for organization.
•
The assignment should include a cover page with group members’ names, the
group number, and full cover page information (APA style). The document
should be saved in RTF format and attached to a submission to the assignment
drop box in accordance with the due date.
•
There is evidence of significant contributions from each member of the group, the
unit title and number are provided, and assignment objectives are met.
•
A range of course readings/topics/questions within a particular unit are reflected
upon and specifically integrated into the discussion, using APA style for citing
sources within the text of the paper and the reference lists.
•
Ability to reflect critically on course concepts, deepening the level of discussion,
challenging assumptions and views, and identifying contradictions and
implications for practice.
50
Assignment #4: Online Quiz
Grade: 30%
Note: This assignment is also described in Learning Activity 10.2 and Learning Activity
12.2
Important: Please do not log in to Blackboard via Usource when you are going to write
your quiz. Students that log in via Usource (by clicking on the Blackboard button in
Usource to access Blackboard) are sometimes bumped off of Blackboard while writing
the quiz. To avoid this problem, please log in to Blackboard via direct link
http://blackboard.uvic.ca (input this address into the address bar in your internet
browser).
Part A: Practice Quiz
The Practice Quiz is there for you to become familiar with the quiz tool and how it
operates. You can attempt the Practice Quiz several times during the availability period.
(This is not the case for the actual quiz, as you will get only one attempt to write it.) All
students in the class are required to complete this practice quiz prior to the availability
period for the actual quiz, as a required, but un-graded assignment. The practice quiz is
not marked.
The questions on this quiz are not related to the course content. This practice quiz is
designed to help you become familiar with using the quiz tool on Blackboard, and to
become aware of the types of questions that are used on the quizzes. This practice quiz is
also intended to provide an opportunity for any advance troubleshooting with respect to
technical difficulties that you might encounter when using the quiz tool, due to the
configuration of your computer.
It is strongly advised that you complete the practice quiz on the same computer that you
intend to use for the actual quiz. This way, you may learn in advance if there are any
potential technical glitches. Students are responsible for contacting the Onlinehelp Desk
to sort out any problems in advance of attempting the actual quiz.
Once you have accessed the quiz tool and before beginning the practice quiz, please read
the entire instructions right through to the bottom of the page, including important tips
about submitting the finished quiz and the section on troubleshooting around browser
configuration, java-script errors, browser/computer crashes, and pop-up blocking
software that you might have installed on your computer. You need to be familiar with all
of these considerations.
Both the practice quiz and the actual quiz are time limited. The clock does not start
ticking for the completion time until you click on 'begin quiz'. This allows you plenty of
time to read the instructions for the quiz first. You should carefully read all the
information, especially the piece about how to submit your quiz for grading once you
have finished it.
51
Please note that while you are completing the quiz there is a helpful summary guide to
the right of your screen that keeps track of your progress, including the number of
questions answered and time remaining on the clock. It also shows whether you have
skipped any questions or forgotten to save your answers. It is strongly recommended that
you refer to this guide prior to submitting your finished quiz for grading.
If you have any queries regarding the online quiz please send them to your instructor via
Blackboard Mail.
Part B: Online Quiz
Availability Period: See the Calendar for the quiz dates
Please check the Blackboard calendar for the availability dates for writing the Blackboard
online quiz. Everyone must write the quiz during this availability period. It is strongly
recommended that you do not leave the quiz until the last minute in case you have
technical problems on your computer. The Onlinehelp Desk is only open during limited
hours, so you should check their hours of operation under Technical Help on the
Blackboard, and try to write the quiz when they are open.
If this is not possible, you should make sure that you have attempted the Practice Quiz on
the same computer that you intend to write the actual quiz on, so that you can determine
if there are any potential technical glitches. This is recommended for everyone to do, as
some settings may have to be changed on your computer (such as blockers for pop-ups)
in order to access the quiz tool. (The practice quiz is a required but ungraded assignment
which all students are required to attempt once so as to demonstrate they have
familiarized themselves with the quiz tool.)
Assignment #4 is an open book quiz so you may have your books and course materials
open when writing it. The quiz will consist of multiple choice, matching, short answer,
and paragraph questions based on course materials. The timer on the quiz will be set for
105 minutes. You can take time to read the quiz instructions first, because the timer does
not start until you click 'begin quiz'.
The number of quiz questions will range from 20 to 25 questions, and everyone gets the
same number of questions. The quiz is worth 30 points. Questions are selected randomly
from the quiz database and the value of each question is shown. The questions for the
quiz may be drawn from material up to and including Week 12 - these include unit
notes, learning activities, required course readings from the printed course pack and texts.
Please note that e-reserve readings, whether required or optional, and supplementary
readings are not covered in the quiz.
While attempting the quiz you can see the time remaining and check your progress by
using the summary guide to the right of the screen. Always save each answer after you
make your answer choice, before moving onto the next question. If you have time left
over you can go back and re-check your answers. Each student gets only one attempt at
the quiz and students are to refrain from sharing any information about the quiz with
52
classmates. If you have any questions please send a Blackboard Mail message to your
instructor.
UVIC Policies That Apply To Writing Online Quizzes
A Blackboard online quiz in distance education is considered an open book quiz in which
students are permitted to have their required course materials in front of them as they
write the quiz. However students are not permitted to exchange information about the
quiz with other students, either while writing the quiz or after completing the quiz.
Students are not permitted to copy or download quiz information.
Students should be familiar with the UVIC Policy on Academic Integrity stipulated in the
UVIC calendar. In particular, the following clauses are relevant to the Blackboard online
quiz.
Cheating on assignments, tests and exams include, but is not limited to sharing
information or answers when doing take-home assignments, tests and examinations
except where the instructor has authorized collaborative work. This would include
information on quiz content and questions.
Candidates found communicating with one another in any way will be considered to be in
violation of the University Policy on Academic Integrity.
It is an offence to help others or attempt to help others to engage in any of the conduct
described above.
(Excerpted from the University Policy on Academic Integrity in the UVIC Calendar)
53

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