ATOD & Diverse Populations
Syllabus: Spring 2016
THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER: SOWO 761
COURSE TITLE: ALCOHOL, TOBACCO, & OTHER DRUGS (ATOD): SOCIAL
WORK PRACTICE WITH CULTURALLY DIVERSE POPULATIONS
SEMESTER: SPRING 2016, MONDAY EVENINGS 5:30 - 8:30, ROOM 135
Travis J. Albritton, Ph.D.
School of Social Work
325 Pittsboro Street
CB-3550
Office Suite: 347-A
Chapel Hill, NC 27599-3550
Phone: 919-962-6432
Fax: 919-843-8562
Email: travis_albritton@unc.edu (preferred mode of contact)
OFFICE HOURS : Mondays – 2:30pm – 4:30pm, or by appointment.
COURSE DESCRIPTION:
This course provides an overview of the unique problems and needs of diverse populations who misuse ATOD and focuses on the application of culturally sensitive intervention strategies.
COURSE OBJECTIVES:
At the conclusion of this course, students should be able to:
1.
Discuss a blended multi-cultural social work assessment for working with culturally diverse groups;
Identify the social, political, cultural and environmental influence on the use and misuse of ATOD in distinct populations;
Define the specific core issues, challenges and factors associated with each group, understand the myths, stereotypes, and stigma associated with each group and its implications for the recovery process and culturally sensitive interventions;
Discuss issues sometimes noted as ‘resistance to treatment’ in a manner that demonstrates cultural awareness (i.e., verbal and nonverbal behaviors, barriers to treatment, etc.);
Identify their own culture and values, and assess how one’s own identity contrasts and interacts with those different from oneself;
Understand the process of becoming culturally competent and identify areas of needed personal growth;
Identify and assume an informed social work values position regarding selected ethical dilemmas and legal issues that challenge clients and families who are struggling with substance abuse.
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ATOD & Diverse Populations
Syllabus: Spring 2016
Discuss appropriate social intervention strategies that are evidence based and culturally relevant for each group studied.
EXPANDED COURSE DESCRIPTION
This course will build on three previous courses: social discrimination (SOWO 501), the foundation practice course (SOWO 540), and SOWO 700: ATOD: Substance Abuse and Dependence. SOWO 700 is a prerequisite for entrance into this course . The following groups: Adolescents, African-Americans,
European-Americans, Native Americans, Hispanics/Latinos, Women, Gay/Lesbian/Bi-Sexual/Transgender
(GLBT), and Persons with HIV/AIDS will be studied in relation to ATOD misuse. Due to time limitations
Rural/Appalachian families and the elderly will be mentioned throughout the course but not formally studied.
You will find recommended readings in the syllabus on this topic. More time will be spent on groups you will mostly likely serve.
Issues of social class and ethics will be addressed throughout the course. By the end of this course, students will be able to:
Apply a multi-cultural framework as a means to assess the unique needs of a particular cultural or sub-cultural group of clients;
Identify aspects of their own personal identity and style, and indicate how ‘the use of self’ can be used creatively in intervening with clients from diverse groups in treatment.
Apply the skills (i.e., global questions, cover terms, use of a cultural guide, etc.) learned in the
Ethnographic Interview technique.
REQUIRED TEXT:
Alexander, M (2010). The New Jim Crow: Mass Incarceration in the Age of Colorblindness. New York: The
New Press.
Brown, C. (2006). A Piece of Cake: A Memoir. New York: Broadway Books.
Several articles are assigned and can be found at Blackboard.
TEACHING METHODS: The instructor will lecture on key concepts and content. Guest speakers will be invited to share specific case examples and highlight the most important issues for their particular groups. Some guest speakers will share about substance abuse from their personal life experience. Videos, case examples, and role plays will be interspersed at various times during the semester. Students are expected to complete required and independent readings before class and expected to participate in class discussion by introducing relevant case examples and/or questions.
CLASS PARTICIPATION :
94-100 is assigned to those students who have consistently attended and have been active participants. 90-93 is for students who have missed one to two classes, but who regularly participate. 85-89 is for students who have either attended regularly, but do not participate often, or for students who participate but do not have very regular attendance. 80-84 is for students who have not participated actively, but they may have fairly regular attendance. Under 80 indicates that the student has irregular attendance, and has demonstrated through class discussions that s/he has not done the readings or actively disengages with class activities. It is expected that students attend all class sessions unless there are unforeseen difficulties. Absences are to be communicated to the professor prior to the class session. For those students involved in the Certificate Program, missed classes will have to be made up via additional assignments.
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ATOD & Diverse Populations
Syllabus: Spring 2016
CLASS ASSIGNMENTs
15% Class Participation
15% Assigned Reading Themes
20% Ethnographic Interview
30% Student Group Presentation (Group = 20%, Individual = 5%; total 25%)
20% Book Review
GRADING SYSTEM
H = 94 and above
P = 80 to 93
L = 70 to 79
F = 69 and below
POLICY ON INCOMPLETE AND LATE ASSIGNMENTS
Students are expected to turn in all assignments on time. Late assignments will result in a 5 point reduction per each class session that the assignment is late. If an assignment will be late, please inform and discuss with the professor.
Incomplete assignments, if requested, will only be given in exceptionally difficult circumstances, and will be discussed with the particular student.
POLICY ON ACADEMIC DISHONESTY
“Please refer to the APA Style Guide, The SSW Manual, and the SSW Writing Guide for information on attribution of quotes, plagiarism and appropriate use of assistance in preparing assignments. All written assignments should contain a signed pledge from you stating that “I have not given or received unauthorized aid in preparing this written work”.
In keeping with the UNC Honor Code, if reason exists to believe that academic dishonesty has occurred, a referral will be made to the Office of the Student Attorney General for investigation and further action as required.
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Class 3
Class 4
Class 5
Class 6
Class 7
ATOD & Diverse Populations
Syllabus: Spring 2016
PROPOSED CALENDAR – SOWO 761 - ATOD & DIVERSE POPULATIONS
Class 1 Mon, Jan. 11 Introductions & Course Overview
No Class
Class 2
Mon, Jan. 18
Mon, Jan. 25
Martin Luther King Holiday
Research & Multi-cultural Frameworks
Bio-Psycho-Social-Spiritual (BPSS) Framework
Intersectionality and Substance Use
Ethnographic Interviewing
Mon, Feb. 1
Mon, Feb. 08
Mon, Feb. 15
Mon, Feb. 22
Mon, Feb. 29
Overview / European Americans
Overview Latinos / Hispanic Americans
Gender - Women & Girls Substance Use
Native Americans and Indigenous Communities
African / Black-Americans
Complete The New Jim Crow
No Class Mon, Mar. 07
Class 8
Class 9
Class 10
Class 11
Mon, Mar. 14
Mon, Mar. 21
Mon, Mar. 28
Mon, Apr. 04
LGBTQ Persons & Substance Use
Ethnographic Interviews Due
Spring Break
Cross Cutting Issue - Student Presentation
Co-Occurring Disorders (aka Dual Diagnosis)–
Guest Presenter:
Cross Cutting Issue- Student Presentation
Trauma, PTSD & Substance Use
Complete A Piece of Cake
Guest Speaker: Cupcake Brown
Cross Cutting Issue- Student Presentation
Tobacco & Other drug use
Class 12 Mon, Apr. 11
Class 13 Mon, Apr. 18
Cross Cutting Issue STUDENT GROUP
PRESENTATION SPIRITUALITY & SUBSTANCE
USE
Summary and Termination Ritual
CROSS CUTTING ISSUE – Substance Use and
Older Adults Summary and Termination
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ATOD & Diverse Populations
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READINGS AND COURSE OUTLINE
CLASS 1 - January 11: Introductions and Overview of Class
NO CLASS – January 18: Martin Luther King Holiday
CLASS 2 – January 25: Research & Multi-Cultural Frameworks
Bio-Psycho-Social-Spiritual (BPSS) Framework/Intersectionality and Substance Use Ethnographic
Interviewing
Required Readings
Bowleg, L. (2012). The Problem with the Phrase Women and Minorities: Intersectionality an Important
Theoretical Framework for Public Health. American Journal of Public Health. 102(7). 1267 –
1273. DOI: 10.2105/AJPH.2012.300750
Hunting, G. (2012). A Call for a Policy Paradigm Shift: An Intersectionality-Based Analysis of FASD
Policy. Retrieved
From:http://www.sfu.ca/iirp/documents/IBPA/5_FASD_Hunting%202012.pdf
Olmstead, T. & Sindelar, J. L. (2004). To what extent are key services offered in treatment programs for special populations?
Journal of Substance Abuse Treatment, 27(1), 9-15. DOI:
10.10.1016/jsat.2004.03.004
Viruell-Fuentas, E. A., Miranda, P.Y., Abdulrahim, S. (2012). More than Culture: Structural Racism, intersectionality theory, and immigrant health. Social Science & Medicine, 75, 2099 – 2106.
DOI: 10.1016/j.socs.cimed.2011.12.037
Straussner, S. L., Chapter 1, “Ethnocultural issues in substance abuse treatment:
An overview”, pp. 3-28.
Recommended Readings
Borrell-Carrio, F., Suchman, A. & Epstein, R. (2004). The biopsychosoial model 25 years later: Principles, practice, and scientific inquiry. Annals of Family Medicine. 2 (6), 576-582.
DOI: 10.1370/afm.245
CLASS 3 - February 01: European Americans
Required Readings
Arminio, J., (2012). “Waking up White: What it Means to Accept your Legacy, for Better or Worse”. In
M. Adams (Ed). Readings for Diversity and Social Justice (pp. 125 – 126). New York:
Routledge, Taylor & Francis.
Edgington, A., (2012) “Moving Beyond White Guilt”. In M. Adams (Ed.).
Social Justice, ( pp. 127 – 129). New York: Routledge & Farmers.
Readings for Diversity and
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Syllabus: Spring 2016
Sue, D. (2006). Chapter 6: White identity development. In Multicultural social work practice.
(pp. 107
128). Hoboken, NJ: John Wiley & Sons.
CLASS 5 - February 08: Overview Latinos/Hispanic Americans
Required Readings
Alvarez, J., Olson, B. D. , Jason, L. A. , Davis, M. I., & Ferrari, J. R. (2004). Heterogeneity among Latinas and Latinos entering substance abuse treatment: Findings from a national database. Journal of Substance Abuse Treatment, 26(4), 277-284. DOI: 10.3390/ijerph6020787
CLASS 4 – February 15: Women and Adolescent Females Substance Misuse
Required Readings – Women & Adolescents
Brown, C. (2006). A Piece of Cake: A Memoir. New York: Broadway Books.
Covington, S. S., & Bloom, B. E. (2006). Gender Responsive Treatment and Services in Correctional
Settings. Women & Therapy, 29, (3/4), 9-33. DOI: 10.1300/JO15v29n03_02.
Meyer, J.P., Springer, S. A., Altice, F. L. (2011). Substance Abuse, Violence, and HIV in Women:
A Literature of the Syndemic.
Journal of Women’s Health 20(7),
991 – 1006. DOI:
10.1089/jwh.2010.2328
Roberts-Lewis, A., Parker, S.D., Welch, C., Wall, A., & Wiggins, P. (2009). Evaluating the cognitive behavioral outcomes of incarcerated adolescent females receiving substance abuse treatment: A pilot study. Journal of Child and Adolescent Substance Abuse, 18 (2), 157-191. DOI:
10.1080/10678280902724093
Roberts, A., & Welch, C. (2008). Incorporating gender specific approaches to program development for incarcerated female adolescents. In C. W. LeCroy and J. E. Mann (Eds.),
Handbook of Interventions with At-Risk Adolescents (pp.270 – 303).
Los Angeles, CA: Wiley
& Co.
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Syllabus: Spring 2016
CLASS 6 – February 22: First Nations / American Indians / Native Americans
Required Readings
French, L. A. (2004). Alcohol and other drug addictions among Native Americans: The movement toward tribal-centric treatment programs. Alcoholism Treatment Quarterly, 22 (1),
81-91. DOI: 10.1300/J020V22n01_06
Gone, J. P. & Trimble, J. E. (2012). American Indian and Alaska Native Mental Health: Diverse
Perspectives on Enduring Disparities.
10.1146/annurev-clinpsy-032511-143127
DOI: 10.1007/s10464-010-9373-2
Annual Review of Clinical Psychology, 8, 131 – 60. DOI:
Gone, J. P. (2011). The Red Road to Wellness: Cultural Reclamation in a Native First Nations
Community Treatment Center. American Journal of Community Psychology, 47, 187 – 202.
Wendt, D. C., & Gone, J. P. (2011). Rethinking Cultural Competence: Insight from Indigenous
Community Treatment Settings. Transcultural Psychiatry, 49(2), 206 – 222. DOI:
10.1177/136346151142562
CLASS 7 - February 29: African/Black Americans/Ethnographic Interviews Due
Required Readings
Clark, T.T., McGovern, T., Mgbeokwere, D., Wooten, N., Owusu, H., & McGraw, K. A. (2014).
Systematic Review: Social work research on substance abuse interventions among African
Americans. Journal of Social Work, 14(5), 451 – 472. DOI: 10.1177/1468017313479858
Clark, T.T., & Nguyen, A.B. (2012). Family Factors and mediators of substance use among African
American adolescents. Journal of Drug Issues, (42)4, 358 – 372. DOI:
10.1177/0022042612461770
Cross, W. E., Jr., Smith, L., & Payne, Y. (2002). Black identity: A repertoire of daily enactments.
In P. B. Pedersen, J. G. Draguns, J. E. Lonner, & J. E. Trimble (Eds.), Counseling across cultures (5th ed., pp. 93-108). Thousand Oaks, CA: Sage.
Moore, S., Madison-Colmore, O., & Moore, J. (2003). An Afrocentric approach to substance abuse treatment with Adolescent African American males: Two case examples. Western Journal of
Black Studies , 27(4), 219-230.
Windsor, L.C, & Negi, N. (2009). Substance abuse and dependence among low income African
Americans: Using data from the national survey on drug use & health to demystify assumptions. Journal of Addictive Diseases, 28 (3), 258-268. DOI:
10.1080/10550880903028510.
CLASS 9 - March 7: Lesbian, Gay, Bisexual, Transgender, & Queer (LGBTQ)
Required Readings
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Syllabus: Spring 2016
Balsam, K, Huang, B. U., Fieland, K. C., Simoni, J. M., Walters, K.L. (2004). Culture, trauma, and wellness: A comparison of heterosexual and Lesbian, Gay, Bisexual, and Two-
Spirit Native Americans. Cultural Diversity and Ethnic Minority Psychology, Volume 10 (3),
287-301. DOI: 10.1037/1099-9809.10.3.287.
Burroughs, A. (2003). Dry: A Memoir. New York: Picador.
Hill, N. A., Woodson, K. M., Ferguson, A. D., Parks, C. W. (2012) Intimate Partner Abuse Among
African American Lesbians: Prevalence, Risk Factors, Theory and Resilience.
Family Violence, 27, 401 – 413. DOI: 10.1007/s10896-012-9439-z
Journal of
Crip, C. L. & DiNitto, D. M. (2012). Substance Abuse Treatment with Sexual Minorities. In C. Aaron
McNeece & Diana M. DiNitto (Eds.), Chemical Dependency A Systems Approach (pp. 336 –
353). Boston, MA: Pearson.
CSAT TIP: Substance Abuse Resource Guide: Lesbian, Gay, Bisexual and Transgendered populations.
( Electronic copy on Blackboard)
CLASS 8 – March 21: CROSS CUTTING ISSUE - STUDENT GROUP PRESENTATION
CO-OCCURRING DISORDERS (aka DUAL DIAGNOSIS)
Required Readings
Cartwright, T. (2011). “To Care for Him Who Shall Have Borne the Battle”: The Recent Development
Of Veterans Treatment Courts in American. Stanford Law and Policy Review 1, 295 -316.
DiNitto, D. M. & Webb, D. K. (2012). Substance Use Disorders and Co-Occurring Disabilities. In C.
Aaron McNeece & Diana M. DiNitto (Eds.), Chemical Dependency A Systems Approach (pp.
354 - 406) Boston, MA: Pearson.
White, M. D., Mulvey, P., Fox, A. M., Choate, D. (2012). A Hero’s Welcome? Exploring the
Prevalence and Problems of Military Veterans in the Arrestee Population. Justice Quarterly
29(2), 258 – 286. DOI: 10.1080/07418825.2011.560890
*SAMHSA (2005). Substance abuse treatment for persons with co-occurring disorders. A treatment improvement protocol: TIP #42.
Rockville, MD: DHHS.
*This TIP can be ordered on-line.
Recommended Readings
SAMHSA (2005). Anger management for substance abuse and mental health clients: A Cognitive behavioral therapy manual. Rockville, MD: DHHS.
CLASS 10 – March 28: CROSS CUTTING ISSUE: STUDENT GROUP PRESENTATION
TRAUMA: SEXUAL ABUSE, IPV/DOMESTIC VIOLENCE, PTSD & SUBSTANCE ABUSE
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ATOD & Diverse Populations
Syllabus: Spring 2016
Required Readings
Arnold, L. M., Kirk, R., Roberts, A., Griffith, D., Meadows, K. (2003). Treatment of incarcerated sexually-abused adolescent females: An outcome study. Journal of
Child Sexual Abuse, 12 (1), 123-139.
Dragan, M. & Lis-Turlejska, M. (2007). Lifetime exposure to potentially traumatic events in a sample of alcohol-dependent patients in Poland. Journal of Traumatic Stress,
20 (6), 1041-1051. DOI: 10.1002/jts.20259
Khoury, L., Tang, Y. L., Bradley, B., Cubells, J. F. & Ressler, K. J. (2010). Substance Use, Childhood
Traumatic Experience, AND Posttraumatic Stress Disorder in an Urban Civilian Population.
Depression and Anxiety, 27, 1077 – 1086. DOI: 10.1002/da.20757
Roberts, A ., Nishimoto, R., & Kirk, R. (2003). Cocaine abusing women who report sexual abuse: Implications for treatment. Journal of Social Work Practice in the Addictions, 3
(1), 5 – 24. DOI: 10.1300/J160v03n01_02
Westly-Clark, H. & Power, A.K. (2005) Women, co-occurring disorders, and violence
study: A case for trauma-informed care. Journal of Substance Abuse Treatment,
1(2), 145-146.
Belenko, S. (2006). Assessing released inmates for substance abuse related service needs.
Crime & Delinquency, 52, 94-115. DOI: 10.1177/0011128705281755
CLASS 11 – APRIL 04: Cross Cutting Issue- Student Presentation TOBACCO USE & Other Drug Use
Required Readings
Amos, A., Greaves, L., Nichter, M., & Bloch, M. (2011). Women and Tobacco: a call for including gender in tobacco control research, policy and practice. Tobacco Control,
Nichter, M., Nichter, M., Carkoglu, A., Lloyd-Richardson, E. (2010). Smoking and drinking among college students: It’s a package deal. Drug and Alcohol Dependence, 106, 16 -20. DOI:
10.1016/j.drugalcdep.2009.07.025.
Prochaska, J. J. (2010). Failure to treat tobacco use in mental health and addiction treatment settings:
A form harm reduction. Drug and Alcohol Dependence, 110, 177 – 182. DOI:
10.1016/j.drugalcdep.2010.03.002
Liu, J. J., Wabnitz, C., Davidson, E., Bhophal, R.S., White, M., Johnson, M., Netto, G., Sheikah, A
(2013). Smoking Cessation Interventions for Ethnic Minority Groups – A systematic review of adapted interventions. Preventive Medicine, 57, 765 -775. DOI:
10.1016/j.ypmed.2013.09.014
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ATOD & Diverse Populations
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CLASS 12 - April 11: CROSS CUTTING ISSUE – STUDENT GROUP PRESENTATION
SPIRITUALITY & SUBSTANCEABUSE
Required Readings
Bliss, D. (2011). Sexual Orientation Differences in Spirituality in a Sample of Alcoholics Anonymous
Members: Implications for Practitioners. Journal of Gay & Lesbian Social Services. 23, 335-
350. DOI: 10.1080/10538720.2011.588928
Leigh, J., Bowen, S., & Marlatt, G.A. (2005). Spirituality, mindfulness, and substance abuse. Addictive Behaviors, 30 , 1335-1341. DOI: 10.1016/j.addbeh.2005.01.010
Lyons, G, C. B., Deane, F. P., Kelly, P. J. (2010). Forgiveness and purpose in life as spiritual mechanisms of recovery from substance use disorders.
18(5), 528 – 543. DOI: 10.3109/16066351003660619t
Addiction Research and Theory,
Galanter, M., Darmatis, H., Post, S., Sampson, C. (2013). Spiritually-Based Recovery From Drug
Addiction in the Twelve-Step Fellowship of Narcotics Anonymous.
Medicine, (7)3, 189 – 195. DOI: 10.1097/ADA.0b013e31828a0265
Journal of Addiction
CLASS 13 – APRIL 18: CROSS CUTTING ISSUE – Substance Use and Older Adults Summary and
Termination
Required Readings
Bartels, S. J., & Naslund, J. A. (2013). The Underside of the Silver Tsunami – Older Adults and Mental
Health Care. The New England Journal of Medicine. 368, 493 -496. DOI:
10.1056/NEJMp1211456
Wu, L. T., & Blazer, D. G. (2011). Illicit and Nonmedical Drug Use Among Older Adults: A Review.
Journal of Aging and Health. 23(3), 481 – 504. DOI: 10.1177/0898264310386224
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ATOD & Diverse Populations
Syllabus: Spring 2016
CLASS ASSIGNMENTS
Note different weight in grades for MSW Students & Practitioners.
Practitioners must choose between the Ethnographic Interview or Student Group Presentation.
Assignment 1: Assigned Reading Themes – Submit on Dates Listed in the Syllabus
(15% of Grade)
Assigned Reading & Themes: You are required to write on several chapters from the required reading list.
You are still expected to read the other articles that are required, but you will not have to complete a reading theme on those chapters.
There are four parts to this single-spaced, one-page, written assignment for each chapter that you choose or for the chapters that are assigned. The first part of the paper will include a listing of the salient themes that are reflected in the text. Next, comment about what you consider to be the strong and weak points of the article or chapter. Third, share your personal response or reaction to what you are reading. Be specific about what has
‘stirred you’ and share ‘why’. Four, raise one question that could be used to stimulate a group discussion about the text. These assignments are due on the day the selected readings are assigned.

Intersectionality Reading Themes Due – Jan. 25

Latino/Hispanics.
- Feb. 08

LGBTQ Reading Themes - Due - Mar. 2
You have a total of 3 articles in which you will submit Reading Themes.
Assignment 2: Ethnographic Interview
Due: March 7 , 2016
Assignment 3: Group Presentations
MSW – 30% of Grade
Assignment 4: Book Review (Due Friday May 1 st at 5:00pm (20% of Grade)
This assignment will be discussed in class and you will be provided a handout that outlines the expectations for what is to be included in your book review.
ASSIGNMENT: ETHNOGRAPHIC INTERVIEW (Due March 7, 2015)
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ATOD & Diverse Populations
Syllabus: Spring 2016
Objective: To learn what it is like for a particular cultural/ethnic individual, d ifferent from yourself to engage in substance use and move into recovery. You will attempt to understand the experience of becoming addicted from an “insiders” point of view. Work diligently to try to capture the issues around diversity: race, ethnicity, gender, sexual orientation, disability, etc.
Guidelines :
Interview a recovering person from a ‘cultural’ group of your choice. Explore what the history and experience of addiction has been for them. Use global open-ended questions so that you obtain a lot of information. Pay close attention to Cover Terms and Descriptors. Take the role of a learner and your interviewee becomes the Cultural Guide, teaching you about their unique experience. Plan your interview.
Think about what questions you will ask, and how to ask them for maximum information.
Part I: Possible Interview Questions
You can write out your own questions, or select a few questions from the ones below that can be explored: a. b. c.
When and why did you first begin using substances?
When did you realize you were having a problem?
How did your ethnicity, culture, philosophical or religious beliefs affect the experience, (i.e., d. increase guilt and/or shame because of your religious beliefs)?
What are the usual attitudes of your group towards the use of drugs? e. What were the factors that led you to begin the recovery process?
How have you maintained your recovery? Have you relapsed? g. What kinds of support, if any, are received from family and friends? h. i. j. k.
Were there particular people who helped to empower you in the recovery process? Who were they?
Were there people who disempowered you? If so, who and in what way? What were the things that helped you in the treatment process?
What was the impact of your addiction and treatment on self, family, life, work, career, and social relationships, etc.
Do you have any fears that you will not maintain your recovery?
Summarize your interview in 3-5 double spaced pages (removing all identifying names). Include at least three direct quotes from the informant.
Part II: Critique of Your Interview
For this section of the paper, provide a 1-2 page critique of your interview addressing all of the questions below:
1.
In general, how well do you think that you elicited information from the informant about the experience of addiction? Did you identify cover terms and ask for descriptors?
2. Name two things you might have done differently.
Looking back, what areas do you wish you had covered in the interview, but did not?
3. How ‘connected’ did you feel to the informant and why? What part of the interview was most difficult for you to ‘stay with’ and why?
5. What was the most compelling thing that you learned about the informant’s experience from an insider’s perspective?
Part III: Self-awareness and Self-learning. Provide a 1 -2 page summary of questions below.
1.
As you think about your own culture and ethnicity, what concerns, issues, factors must you consider and address in order to increase your competence in engaging individual different than yourself?
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ATOD & Diverse Populations
Syllabus: Spring 2016
2.
What have you learned about yourself in this process? What positive and/or negative emotional reactions did you have towards the client?
Interviews should be approximately 60-90 minutes and may be taped (with the permission of the informant) or recorded by taking detailed handwritten notes during the session. Confidentiality must be upheld and discussed with the informant before the interview occurs.
ASSIGNMENT: STUDENT GROUP PRESENTATIONS
Below are cross cutting issues related to the field of substance abuse that are prominent in literature and research. You will experience and address some aspects of all of these issues from time to time in your treatment of diverse populations in the substance abuse field. Topics and current dates for presentations:
March 23, 2015
Co-Occurring
Disorders
March 30, 2015
Trauma, PTSD,
ATOD
April 6, 2015
Tobacco & Other Drug
Use
April 13, 2015
Spirituality &
Substance Abuse
April 20, 2015
Substance Use and
Older Adults
Choose one of the above topics. Address this issue/topic from the standpoint of current research, differential impact and implications for diverse groups, and the best practices in regard to treatment. Are there evidence based practices that you can discuss? If so, please provide concrete examples of what can be done. A student should be able to have one or two concrete interventions to add to their professional tool box at the completion of your presentation.
Your presentation style as a group is to be interactive, creative, and engaging of the other class members. Feel free to be as creative as you desire. A grading grid for the group presentation is below.
Individual
Presentations will be graded on content depth, delivery, presence with class, interaction, and creativity.
Both the Oral Presentation and
Handouts are included in the scoring.
%
Fails to meet
Expectations
Meets
Expectations
Exceeds
Expectations
Describe the problem, epidemiology, populations affected, empirical data, etc.
20%
Best practices and evidence based practices;
Ethical / Legal Issues
Intervention Techniques
(Emphasis is on adding to Clinical
Tool Box)
20%
10%
25%
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ATOD & Diverse Populations
Syllabus: Spring 2016
Delivery of Presentation
Class Handouts
Class Involvement
Creativity
10%
5%
5%
5%
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