ATOD & Diverse Populations
Syllabus: Spring 2013
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 2013, MONDAY EVENINGS 5:30 - 8:30, ROOM 114
Travis J. Albritton, MSW, M.Div
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 – 1pm - 3pm, 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;
2. Identify the social, political, cultural and environmental influence on the use and misuse of ATOD in distinct
populations;
3. 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;
4. 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.);
5. Identify their own culture and values, and assess how one’s own identity contrasts and interacts with those
different from oneself;
6. Understand the process of becoming culturally competent and identify areas of needed personal growth;
7. 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.
8. Discuss appropriate social intervention strategies that are evidence based and culturally relevant for each
group studied.
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Syllabus: Spring 2013
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:
1. Apply a multi-cultural framework as a means to assess the unique needs of a particular cultural or
sub-cultural group of clients;
2. 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.
3. Apply the skills (i.e., global questions, cover terms, use of a cultural guide, etc.) learned in the
Ethnographic Interview technique.
REQUIRED TEXT:
Straussner, S.L. A. (2003). (Ed.). Ethnocultural factors in substance abuse treatment. New York: Guilford Press.
Several articles are assigned and can be found at Blackboard.
Texts can be purchased at the student bookstore.
RECOMMENDED TEXTS
Leigh, J. W. (1998). Communicating for cultural competence. Long Grove, Ill.: Waveland Press, Ind.
Loue, S. (2003). Diversity issues in substance abuse treatment and research. NY: Kluwer
Academic/ Plenum Publishers.
McNeece, C.A., & DiNitto, D.M. (2012). Chemical dependency: A systems approach. Fourth Edition.
Needham Heights, MA: Allyn & Bacon.
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
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Syllabus: Spring 2013
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.
CLASS ASSIGNMENTS for MSW STUDENTS
5%
15%
25%
25%
30%
Class Participation
Assigned Reading Themes
Ethnographic Interview
Student Group Presentation (Group = 20%, Individual = 5%; total 25%)
Take-Home Examination
All exams/quizzes will be submitted with your student ID number. Any names on submitted exams/quizzes will
automatically result in a loss of 3 points.
CLASS ASSIGNMENTS for MSW PRACTITIONERS
10%
30%
30%
30%
Class Participation
Assigned Reading Themes
Ethnographic Interviewing OR Student Group Presentation
Take Home Examination
All exams will be submitted with the last four digits of your Social Security number. Any names on submitted
exams will automatically result in a loss of 3 points.
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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Syllabus: Spring 2013
PROPOSED CALENDAR – SOWO 761 - ATOD & DIVERSE POPULATIONS
Class 1
Mon, Jan. 14
Introductions & Course Overview
No Class
Mon, Jan. 21
Martin Luther King Holiday
Class 2
Mon, Jan. 28
Research & Multi-cultural Frameworks
Bio-Psycho-Social-Spiritual (BPSS) Framework
Class 3
Mon, Feb. 04
Ethnographic Interviewing Technique
Class 4
Mon, Feb. 11
Gender - Women & Girls Substance Misuse
Class 5
Mon, Feb. 18
Overview / European Americans
Class 6
Mon, Feb. 25
Native Americans - Guest Speaker
Class 7
Mon, Mar. 04
African / Black-Americans
Ethnographic Interviews Due
No Class
Mon, Mar. 11
Spring Break
Class 8
Mon, Mar. 18
Cross Cutting Issue - Student Presentation
Co-Occurring Disorders (aka Dual Diagnosis)–
Class 9
Mon, Mar. 25
LGBTQ Persons & Substance Abuse
Speaker & Panel Discussion
Class 10
Mon, Apr. 01
Cross Cutting Issue- Student Presentation
Trauma, PTSD & Substance Abuse
Class 11
Mon, Apr. 08
Cross Cutting Issue - Student Presentation
Spirituality & Substance Abuse
Class 12
Mon, Apr. 15
Class 13
Mon, Apr. 22
Last Class
Latinos / Hispanic Americans
Cross Cutting Issue - Student Presentation
Tobacco Use & Diverse Populations
Summary and Termination Ritual
Take Home Exam
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Syllabus: Spring 2013
READINGS AND COURSE OUTLINE
CLASS 1 -
January 14: Introductions and Overview of Class
NO CLASS – January 21: Martin Luther King Holiday
CLASS 2 - January 28: Research & Multi-Cultural Frameworks
Bio-Psycho-Social-Spiritual (BPSS) Framework
Required Readings
Campbell, C.I. & Alexander, J. A. (2002). Culturally competent treatment practices and
ancillary service used in outpatient substance abuse treatment. Journal of Substance Abuse
Treatment, 22, 109-119.
Foster, R. P. (1998). The clinician’s countertransference: The psychodynamics of culturally competent
practice. Clinical Social Work Journal, 26 (3), 253-270.
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.
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.
McNeece & DiNitto, Chapter 1, “ Definitions and epidemiology of substance use, abuse,
and disorders, pp. 3-24.
Alexander, C. M., & Sussman, L. (1994). Creative approaches in multicultural counseling. In J. G.
Ponterotto, J.M. Casas, L.A. Suzuki, & C. M. Alexander (Eds.). Handbook of Multicultural
Counseling. (pp. ). Thousand Oaks, CA: Sage.
CLASS 3 - February 04: Cross Cultural Communication: Ethnographic Interviewing Technique
Required Readings
Resnicow, K., Soler, R., Braithwaite, R.L., Ahluwalia, J.S., & Butler, J. (2000). Cultural
sensitivity in substance use prevention. Journal of Community Psychology, 28 (3),
271-290.
CLASS 4 – February 11: Women and Adolescent Females Substance Misuse
Required Readings – Women & Adolescents
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.
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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.
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.
Recommended Readings for Women
Boyd, M. A., Phillips, K., & Dorsey, C. J. (2003). Alcohol and other drug disorders,
Co-morbidity, and violence: comparison of rural African American and Caucasian women.
Archives of Psychiatric Nursing, 1(6), pp. 249-258.
Burke, A. C., & Early, T. J. (2003). Readiness to adopt best practices among adolescent’ alcohol, and
other drug treatment providers. Health and Social Work, 28 (2), 99 – 104.
Cunningham, J., Pearce, T., & Pearce, P. (1988). Childhood sexual abuse and medical
complaints in adult women. Journal of Interpersonal Violence, 3, 131-144.
Harvey, A. R., & Hill, R. B. (2004). Africentric youth and family rites of passage program: Promoting
resilience among at-risk African American youths. Social Work, 49 (1), 66 – 74.
McNeece & DiNitto, Chapter 15, “Gender and the use of drugs and alcohol: Fact, fiction,
and unanswered questions”, 503-537.
Roberts-Lewis, A., Welch-Brewer, C., Jackson, M., Kirk, R., & Pharr, M. (2010). Assessing change in
psychosocial functioning of incarcerated girls with a substance use disorder: Gender sensitive
substance abuse intervention. Journal of Offender Rehabilitation, 49 (7), 479-494.
Roberts-Lewis, A., Welch-Brewer, Jackson, M.S., Pharr, M., & Parker, S. (2010). Female juvenile
offenders with HEART: Preliminary findings of an intervention for female juvenile offenders with
substance use problems. Journal of Drug Issues, 40 (3), 611-626.
Roberts, A., & Nishimoto, (2006). Barriers to engaging and retaining African American post-partum
women in drug treatment. Journal of Drug Issues, 36 (1), 53-75.
Straussner, S. L. A., & Brown, S. (2002). (Ed.). The handbook of addiction treatment for women:
Theory and practice. San Francisco, CA: Jossey-Bass.
Tubman, J. G., Wagner, E.F., Gil, A. G., & Pate, K. N. (2002). Brief motivational interviewing for
substance abusing delinquent adolescents: Guided self change as a social worker practice
innovation. Health & Social Work, 27 (3), 208-212.
Welch, C., Roberts, A., Parker, S.D. (2009). Incorporating gender specific approaches for
incarcerated female adolescents: Multilevel risk model for practice. Journal of Offender
Rehabilitation, 48, (1), 67 – 83.
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.
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Syllabus: Spring 2013
CLASS 5 - February 18: European-Americans
Required Readings
Edgington, A., (2000) “Moving Beyond White Guilt”. In M. Adams (Ed.)., Readings for Diversity and
Social Justice, ( pp. 127 – 129). New York: Routledge & Farmers.
Straussner, S. L., Chapter 8, “Substance abuse among Americans of British descent”,
pp. 167- 179.
Straussner, S. L., Chapter 10, “The Irish and substance abuse”, pp. 199- 215.
Straussner, S. L., Chapter 11, “Italian culture and it’s impact on addiction”, pp. 216-233.
Straussner, S. L., Chapter 15, “Jewish Substance Abusers: Existing but Invisible”, pp. 291- 317.
Sue, D. (2006). Chapter 6: White identity development. In Multicultural social work practice. (pp. 107 –
128). Hoboken, NJ: John Wiley & Sons.
Recommended Readings
McNeece & DiNitto: Chapter 11, Substance use and abuse among Jewish Americans, pp.
279-384.
CLASS 6 – February 25: First Nations / American Indians / Native Americans
Required Readings
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, 10 (3), 287-301.
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.
Straussner, S. L., Chapter 4, “Native Americans and substance abuse”, pp. 77-96.
Recommended Readings
McNeece & DiNitto, Chapter 11, Substance use and abuse among American Indians and
Alaskan natives”, pp. 330-342.
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CLASS 7 - March 04: African/Black Americans/Ethnographic Interviews Due
Required Readings
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.
Straussner, S. L., Chapter 2, “Substance abuse in African American communities”,
pp. 31- 51.
Straussner, S. L., Chapter 3, “Substance abuse issues among English-speaking
Carribean people of African ancestry”, pp. 52-74.
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.
Recommended Readings
Brook, J., & Pahl, K. (2005). The protective role of ethnic and racial identity and aspects of an Africentric
orientation against drug use among African American young adults. Journal of Genetic
Psychology, 166 (3), 329-345.
Corneille, M., Ashcraft, A., & Belgrave, F. (2005). What's culture got to do with it? Prevention programs
for African American adolescent girls. Journal of Health Care for the Poor and Underserved, 16
(4, Suppl B), 38-47.
Howard, D. (2003). Culturally competent treatment of African American clients among a
national sample of outpatient substance abuse treatment units. Journal of Substance Abuse
Treatment, 24(2), 89-102.
Jackson-Gilfort, Liddle, H.A., Tejeda, M. J., & Dakof, G. A. (2001). Faciltating engagement of African
American male adolescents in family therapy: A cultural theme process study. Journal of Black
Psychology 27 (3), 321-340.
Jackson, M.S., Stephens, R.C, Smith, R. L. (1997). Afrocentric treatment in residential substance abuse
care: The Iwo San. Journal of Substance Abuse Treatment, 14(1),87-92.
Longshore, D., Grills, C., Annon, K. Grady, R. (1998). Promoting recovery from drug abuse: An
Africentric intervention. Journal of Black Studies, 28(3), 319-333.
McNeece & DiNitto, Chapter 11, “Substance use and abuse among African Americans,
pp. 344-356.
Roberts, A., Jackson, M., & Carlton-LaNey, I.. (2000). Revisiting the need for feminism
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Syllabus: Spring 2013
and Afrocentric theory when treating African American female substance abusers. Journal of
Drug Issues, 30, (4), 901-918.
NO CLASS - MONDAY – MARCH 11: SPRING BREAK
CLASS 8 – March 18: CROSS CUTTING ISSUE - STUDENT GROUP PRESENTATION
CO-OCCURRING DISORDERS (aka DUAL DIAGNOSIS)
Required Readings
*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 9 - March 25: Lesbian, Gay, Bisexual, Transgender, & Queer (LGBTQ)
Required Readings
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.
CSAT TIP: Substance Abuse Resource Guide: Lesbian, Gay, Bisexual and Transgendered populations.
(Electronic copy on Blackboard).
Lombardi, E.L., & Servellen, G.V. (2000). Building cultural sensitive substance use prevention and
treatment programs for transgendered populations. Journal of Substance Abuse Treatment 19,
291-296.
Recommended Readings
Eliason, M. J. (2000). Substance abuse counselor's attitudes regarding lesbian, gay,
bisexual, and transgendered clients. Journal of Substance Abuse Treatment, 12(4), 311-328.
McNeece & DiNitto. Chapter 12, “Substance abuse treatment with sexual minorities”, pp. 401-422.
Reyes, M. (1998). Latina lesbians and alcohol and other drugs: Social work implications.
In M. Delgado (Ed.), Alcohol use/abuse among Latinos: Issues and examples of culturally
competence services. Alcoholism Treatment Quarterly, 16 (1/2), 179-191.
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CLASS 10 – April 1: CROSS CUTTING ISSUE: STUDENT GROUP PRESENTATION
TRAUMA: SEXUAL ABUSE, IPV/DOMESTIC VIOLENCE, PTSD & SUBSTANCE ABUSE
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.
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.
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.
Recommended Readings
Belenko, S. (2006). Assessing released inmates for substance abuse related service needs.
Crime & Delinquency, 52, 94-115.
Farley, M. & Barkan, H. (2000). Prostitution, violence and Post Traumatic Stress Disorder.
Women & Health, 27 (3), 37-49.
Fazzone, P.A., Holton, J.K., & Reed, B.G. (2003). Substance abuse treatment and
domestic violence. [Treatment Improvement Protocol (Tip) Series 25]. Rockville, MD:
Substance Abuse and Mental Health Services Administration
van der Kolk, B.A. (1996). The body keeps score: Approaches to the psychobiology of post
traumatic stress disorder. In van der Kolk, B.A., McFarlane, A.C., & Weisaeth, L. (Eds.).
Traumatic stress: The effects of overwhelming experience on mind, body and society. (214241). New York: Guilford Press.
Kilpatrick, DG., Resnick, H.S., Saunders, B.E., & Best, C.L. (2002). Victimization, posttraumatic
stress disorder, and substance use among women. In National Institute on Drug Abuse Drug:
Addiction research and the health of women. (NIH Publication No. 02-4290). (pp. 285-308).
Bethesda, MD: U.S. Department of Health and Human Services.
CLASS 11 – APRIL 08: CROSS CUTTING ISSUE - STUDENT GROUP PRESENTATION
SPIRITUALITY & SUBSTANCE ABUSE
Required Readings
Bormann, J.E., Gifford, A.L et al. (2006). Effects of spiritual mantra repetition on HIV
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outcomes: A randomized controlled trial. Journal of Behavioral Medicine. 29 (4),
359-368.
Leigh, J., Bowen, S., & Marlatt, G.A. (2005). Spirituality, mindfulness, and substance
abuse. Addictive Behaviors, 30, 1335-1341.
Sahlein, J. (2002). When religion enters the dialogue: A guide for practitioners. Clinical
Social Work Journal, 30 (4, ) 381-401.
Recommended Readings
Sargent, N. M. (1989). Spirituality and adult survivors of child sexual abuse: Some treatment issues. In
Suzanne M. Sgroi (Ed.). Vulnerable populations: Sexual abuse treatment for children, adult
survivors, offenders, and persons with mental retardation, Volume 2, (pp. 2-36). Lexington
Mass: Lexington Books.
Zemore, S. E., & Kaskutas, L.A. (2004). Helping, spirituality, and Alcoholic Anonymous in
recovery. Journal of Studies in Alcohol, 65, 383-391.
Violet L. Wright. (2003). Phenomenological exploration of spirituality among African American women
recovering from substance abuse. Archives of Psychiatric Nursing, 17(4), 173-185.
CLASS 12 - April 15: Hispanic / Latino & ATOD – Guest Speaker
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.
Gloria, A. M. & Peregoy, J. J. (1996). Counseling Latino alcohol and other substance
users/abusers. Journal of Substance Abuse Treatment, 13(2), 119-126.
Straussner, S. L., Chapter 5, “Substance abuse among Cuban Americans”, pp. 97-110.
Straussner, S. L., Chapter 6, “Substance abuse in the Mexican American Population”, pp. 111-136.
Straussner, S. L., Chapter 7, “Toward an Understanding of Puerto Rican Ethnicity and Substance
Abuse”, pp.137-164.
Recommended Readings
McNeece & DiNitto, Chapter 11, “Substance use and abuse among Hispanic Americans”,
pp. 356-364.
Trepper, T.S., Nelson, T.S., McCollum, E.E., & McAvoy, P. (1997). Improving substance
abuse service delivery to Hispanic women through increased cultural competencies: A
qualitative study. Journal of Substance Abuse Treatment, 14(3), 225-234.
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CLASS 13 – APRIL 22: CROSS CUTTING ISSUE – STUDENT PRESENTATION
TOBACCO USE & SUBSTANCE ABUSE Summary and Termination
Required Readings
Hughes, J. (2007). An algorithm for choosing among smoking cessation treatments. Journal of Substance
abuse Treatment. In Press, Corrected Proof
McCarthy, W.J., Collins, C. & Hser, Y. (2002). Does cigarette smoking affect drug abuse treatment? The
Journal of Drug Issues, 32(1), 61-79.
Perkins, K. A. (2001). Smoking cessation in women: Special considerations. Central Nervous System
Drugs 15, 391-411.
Yu, J., & Lew, R. (2003). Enhancing cultural and community competence for tobacco control for Asian
Americans and Pacific Islanders. Oakland, CA: Asian Pacific Partners for Empowerment and
Leadership.
Recommended Readings
American Lung Association. (2008). Smoking 101 fact sheet. In Quit smoking.
Retrieved March 19, 2009 from
http://www.lungusa.org/site/pp.asp?c=dvLUK9O0E&b=39853.
Campaign For Tobacco-Free Kids. (2009). Deadly in pink: Big tobacco steps up its
and girls. In Tobacco-free kids. Retrieved March 19 from
http://tobaccofreekids.org/reports/women_new/.
targeting of women
Campaign For Tobacco-Free Kids. (2009). The story in pictures: Historical marketing examples. In Tobaccofree kids. Retrieved March 19, 2009 from
http://tobaccofreekids.org/slideshow/deadlyinpink_2009_03/slideshow_full.html.
TAKE HOME EXAM- APRIL 22
elated Ri
TAKE HOME EXAM - DUE - APRIL 29 5pm
GENERAL RECOMMENDED READINGS FOR DIVERSE GROUPS
Recommended Readings for Child & Adolescent Populations
Harvey, A. R., & Hill, R.B. (2004). Africentric youth and family rites of passage program:
Promoting resilience among at-risk African American youths. Social Work (National Association
of Social Workers), 49(1), 65-74.
McNeece & DiNitto, Chapter 9, “Treating substance-abusing youth, 269-292.
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Recommended Readings for Older Populations
CSAT TIP: 26. Chapter 1, Substance Abuse Among Older Adults: An Invisible Epidemic.
http://ncadi.samhsa.gov/govpubs/bkd250/26d.aspx
GENERAL TEXT
Loue, Sana. (2003). Diversity issues in substance abuse treatment and research. NY: Kluwer
Academic/ Plenum Publishers.
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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 MSW Students; 30% Practitioners)
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 an Assigned
Reading Themes 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.

Women: Read Covington & Bloom (2006).

European-Americans: Choose 2 readings of your choice from this section. Due - Feb. 18
o
o
Due – Feb. 11
You are also required to read the Sue D. Chapter on White Identity
Total of 3 articles from this section.

Native Americans: Review one article. Due - Feb. 25

African/Black Americans: Choose two readings of your choice from this section. Due - Mar. 04
o
o
You are also required to read the article by William Cross.
Total of 3 articles from this section.

LGBTQ - Review the entire book: CSAT TIP: Substance Abuse Resource Guide: Lesbian, Gay, Bisexual
and Transgendered populations. Choose one chapter to write on from this TIP. (Electronic copy on
Blackboard). Due - Mar. 25

Hispanic/Latin American: Reading to be assigned - Due – Apr. 15
You have a total of 10 articles in which you will submit Reading Themes.
14
ATOD & Diverse Populations
Syllabus: Spring 2013
Assignment 2: Ethnographic Interview
Due: March 04, 2013 (see separate sheet).
(MSW – 25 % of grade; Practitioners – 30%).
Assignment 3: Group Presentations
MSW - 25% of your grade (20% for the group, and 5% for the individual presentation);
Practitioners – 30% of your grade (25% for the group, and 5% for your individual presentation ).
Please select one of the topics below and plan to be part of a group class presentation. See fuller description in
this syllabus.
Topics and dates for presentations:
1. Cross Cutting Issue: Co-Occurring Disorders - March 18
2. Cross Cutting Issue: Trauma, PTSD, & ATOD - April 01
3. Crossing Cutting Issue: Spirituality & ATOD - April 08
4. Cross Cutting Issue: Tobacco & Diverse Pops - April 22
nd;
Assignment 4: Examination ( Distributed April 22 Returned April 29, 2013
(MSW – 30% of grade; Practitioners – 30%).
This is a take home, open book exam. Examinations, administered under the University’s Honor Code, are
designed to evaluate knowledge and understanding of the material covered in class and in the required readings.
This exam will have true/false, multiple choice, brief discussion format, and a self-reflection essay question. This
examination will cover lectures, readings, topics and exercises shared from Class 1 through – Class 14.
CLASS PARTICIPATION: MSW – 5% of grade; Practitioner – 10% of grade.
15
ATOD & Diverse Populations
Syllabus: Spring 2013
ASSIGNMENT: ETHNOGRAPHIC INTERVIEW (Due February 27, 2011)
Objective: To learn what it was like for a particular cultural/ethnic individual, different from yourself to engage in
substance misuse 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 (50%)
You can write out your own questions, or select a few questions from the ones below that can be explored:
a. When and why did you first begin using substances?
b. When did you realize you were having a problem?
c. How did your ethnicity, culture, philosophical or religious beliefs affect the experience, (i.e., increase
guilt and/or shame because of your religious beliefs)?
d. What are the usual attitudes of your group towards the abuse and dependency of drugs?
e. What were the factors that led you to begin the recovery process?
f. How have you maintained your recovery? Have you relapsed?
g. What kinds of support, if any, are received from family and friends?
h. Were there particular people who helped to empower you in the recovery process? Who were they?
i. Were there people who disempowered you? If so, who and in what way? What were the things that
helped you in the treatment process?
j. What was the impact of your addiction and treatment on self, family, life, work, career , and social
relationships, etc.
k. 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 (25%).
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 (25%). 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?
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.
16
ATOD & Diverse Populations
Syllabus: Spring 2013
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 18, 2013
Co-Occurring
Disorders
April 01, 2013
Trauma, PTSD, ATOD
April 08, 2013
Spirituality &
Substance Abuse
April 22, 2013
Tobacco Use & Diverse
Populations
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.
%
Describe the problem,
epidemiology, populations affected,
empirical data, etc.
20%
Best practices and evidence based
practices;
20%
Ethical / Legal Issues
10%
Intervention Techniques
(Emphasis is on adding to Clinical
Tool Box)
25%
Delivery of Presentation
10%
Class Handouts
5%
Class Involvement
5%
Creativity
5%
Fails to meet
Expectations
Meets
Expectations
Exceeds
Expectations
17