ATOD & Diverse Populations
Syllabus: Spring 2014
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 2014, MONDAY EVENINGS 5:30 - 8:30, ROOM 114
Sandy Ruiz, MSW, LCSW, LCAS, CCS
School of Social Work
325 Pittsboro Street
CB-3550
Chapel Hill, NC 27599-3550
Home Phone: 919-361-5245
Phone: 336-212-0584
Email: sbruiz0118@gmail.com
OFFICE HOURS: 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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ATOD & Diverse Populations
Syllabus: Spring 2014
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: African-Americans, European-Americans,
Native Americans, Hispanics/Latinos, Women, Gay/Lesbian/Bi-Sexual/Transgender (GLBT), Middle-Eastern,
and Asian-Americans will be studied in relation to ATOD misuse. There will be some attention to issues of
adolescents, older Americans, and persons with HIV/AIDS. An attempt will be made to identify and spend time
on the groups you will mostly likely serve. Issues of social class, economic status, 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 will be posted at Sakai.
Text 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 may share about substance abuse from their personal life experience. Videos, case examples, and
small group work will be interspersed at various times during the semester. Students are expected to
complete required and independent readings before class and 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 2014
CLASS ASSIGNMENTS for MSW STUDENTS
20% Class Participation
15% Assigned Reading Written Journal
15% Ethnographic Interview
20% Students: Individual or Group Presentation (Group = 15%, Individual = 5%; total 20%)
30% Take-Home Examination
All exams/quizzes/written assignments will be submitted with your student ID number. Any names on
submitted materials will automatically result in a loss of 3 points.
CLASS ASSIGNMENTS for MSW PRACTITIONERS
25% Class Participation
20% Assigned Reading Themes
25% Ethnographic Interviewing OR Student Group Presentation
30% 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
day that the assignment is late. If an assignment will be late, please inform and discuss with the professor in
advance.
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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ATOD & Diverse Populations
Syllabus: Spring 2014
PROPOSED CALENDAR
SOWO 761 - ATOD & DIVERSE POPULATIONS
Class 1
Mon, Jan. 13
Introductions & Course Overview
No Class
Mon, Jan. 20
Martin Luther King Holiday
Class 2
Mon, Jan. 27
Research & Multi-cultural Frameworks
Bio-Psycho-Social-Spiritual (BPSS) Framework
Ethnographic Interviewing Technique
Class 3
Mon, Feb. 03
African / Black-Americans and ATOD
Class 4
Mon, Feb. 10
European Americans and ATOD
Class 5
Mon, Feb. 17
LGBTQ Persons & ATOD
Guest Speaker
Class 6
Mon, Feb. 24
Gender - Women & Girls and ATOD
Class 7
Mon, Mar. 03
Latinos / Hispanic Americans and ATOD
Ethnographic Interviews Due
No Class
Mon, Mar. 10
Spring Break
Class 8
Mon, Mar. 17
Native Americans and ATOD - Guest Speaker
Class 9
Mon, Mar. 24
Asian-American, Middle Eastern and ATOD
Class 10
Mon, Mar. 31
Cross Cutting Issues- Dual Diagnosis
ATOD in Older Adults
Student Presentations
Class 11
Mon, Apr. 07
Cross Cutting Issues- Trauma and PTSD
Student Presentations
Class 12
Mon, Apr. 14
Cross Cutting Issues- Adolescents,
Spirituality in Recovery
Student Presentations
Class 13
Mon, Apr. 21
Last Class
Cross Cutting Issues- Tobacco,
ATOD Issues in the Military
Summary and Termination Ritual
Student Presentations
Take Home Exam Given Out
Mon, Apr 28
Final Exams due by 5:00 pm
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ATOD & Diverse Populations
Syllabus: Spring 2014
READINGS AND COURSE OUTLINE
CLASS 1 -
January 13: Introductions and Overview of Class
NO CLASS – January 20: Martin Luther King Holiday
CLASS 2 - January 27: Multi-Cultural Frameworks
Bio-Psycho-Social-Spiritual (BPSS) Framework
Ethnographic Interviewing Techniques
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.
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.
Straussner, S. L., Chapter 1, “Ethnocultural issues in substance abuse treatment:
An overview”, pp. 3-28.
Recommended Readings
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. Thousand Oaks, CA: Sage.
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.
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.
CLASS 3 - February 03: African/Black Americans
Required Readings
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
Roberts, A., Jackson, M., & Carlton-LaNey, I. (2000). Revisiting the need for feminism
and Afrocentric theory when treating African American female substance abusers. Journal of
Drug Issues, 30, (4), 901-918.
Straussner, S. L., Chapter 2, “Substance abuse in African American communities”, pp. 31- 51.
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Syllabus: Spring 2014
Straussner, S. L., Chapter 3, “Substance abuse issues among English-speaking
Carribean people of African ancestry”, pp. 52-72.
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.
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.
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). Facilitating 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. 298-307.
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 4 – February 10: 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 its 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.
Hoboken, NJ: John Wiley & Sons. pp. 107–128.
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Recommended Readings
McNeece & DiNitto: Chapter 11, Substance use and abuse among Jewish Americans, pp. 329-334.
CLASS 5 - February 17: Lesbian, Gay, Bisexual, Transgender, & Queer (LGBTQ)
Required 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.
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.
McNeece & DiNitto. Chapter 12, “Substance abuse treatment with sexual minorities”, pp. 336-353.
Recommended Readings
CSAT TIP: Substance Abuse Resource Guide: Lesbian, Gay, Bisexual and Transgendered populations.
CLASS 6 – February 24: Women and Substance Misuse
Required Readings
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.
McNeece & DiNitto, Chapter 15, “Gender and the use of drugs and alcohol: Fact, fiction,
and unanswered questions”, 424-449.
Sun, A-P., (2004). Principles for practice with substance-abusing pregnant women: A framework based
on the five social work intervention roles. Social Work, 49 (3), pp. 383-391.
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
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.
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.
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.
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.
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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, 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.
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.
CLASS 7 - March 03: Hispanic / Latino & ATOD
Required Readings
Gloria, A. M. & Peregoy, J. J. (1996). Counseling Latino alcohol and other substance
users/abusers. Journal of Substance Abuse Treatment, 13(2), 119-126.
McNeece & DiNitto, Chapter 11, “Substance use and abuse among Hispanic Americans”, pp. 356-364.
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
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.
Rodriguez-Andrew, S. (1998). Alcohol use and abuse among Latinos: Issues and examples of culturally
competent services. Alcoholism Treatment Quarterly, 16(1/2), 55-70.
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.
NO CLASS - MONDAY – MARCH 10: SPRING BREAK
CLASS 8 – March 17: 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.
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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.
McNeece & DiNitto, Chapter 11, Substance use and abuse among American Indians and
Alaskan natives”, pp. 287-297.
Robins, M.L. (1994). Native American perspective. In Gordon, J.U. ed. Managing multiculturalism in
substance abuse services, Thousand Oaks, CA. Sage Publications. pp. 148-174.
Straussner, S. L., Chapter 4, “Native Americans and substance abuse”, pp. 77-96.
CLASS 9 - March 24: Asian-Americans, Asian Indians, Middle Eastern-Americans
Required Readings
McNeece & DiNitto, Chapter 11, Substance use and abuse among Asian and Pacific Islander
Americans, pp. 317-329.
Straussner, S.L., Chapter 18, Ethnocultural background and substance abuse treatment of Asian Indian
Americans, pp. 368-388.
Straussner, S. L., Chapter 14, Substance use among Arabs and Arab Americans, pp. 275- 289.
Recommended Readings
Ho, M. K. (1994). Asian American perspective. In Gordon, J.U. (Ed.) Managing multiculturalism in
substance abuse services. Thousand Oaks, CA. Sage Publications. pp. 72-96.
CLASS 10 – March 31: CROSS CUTTING ISSUES- Dual Diagnosis,
ATOD in Older Adults
STUDENT PRESENTATIONS
Required ReadingsCo-occurring Disorders
SAMHSA (2005). Substance abuse treatment for persons with co-occurring disorders. A
treatment improvement protocol: TIP #42. Rockville, MD: DHHS.
Older Adults
McNeece & DiNitto, Chapter 14, Alcohol and drug misuse and abuse in late life, pp. 407-423.
Hanson, M., Gutheil, I.A. (2004). Motivational strategies with alcohol-involved older adults: implications
for social work practice. Social Work, 49(3), 364-371.
Recommended Reading
SAMHSA (2005). Anger management for substance abuse and mental health clients: A Cognitive
behavioral therapy manual. Rockville, MD: DHHS.
SAMHSA (1998). Substance abuse among older adults. Rockville, MD: DHHS.
CLASS 11 – APRIL 07: CROSS CUTTING ISSUES- Trauma, PTSD
STUDENT PRESENTATIONS
Required ReadingsArnold, 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.
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.
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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.
Recommended Readings
Belenko, S. (2006). Assessing released inmates for substance abuse related service needs.
Crime & Delinquency, 52, 94-115.
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.
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
Kilpatrick, D.G., 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). Bethesda, MD:
U.S. Department of Health and Human Services, pp. 285-308.
Miller, D. (1994). Women who hurt themselves: A book of hope and understanding. New York: Basic
Books.
CLASS 12 - April 14: CROSS CUTTING ISSUES- Adolescents
Spirituality in Recovery
STUDENT PRESENTATIONS
Required Readings
Adolescents
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 9, “Treating substance-abusing youth”, 235-255.
Skiba, D., Monroe, J., Wodarski, J.S. (2004) Adolescent substance use: Reviewing the effectiveness of
prevention strategies. Social Work, 49 (3), 343-350.
Spiritualty in Clinical Practice
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.
Zemore, S. E., & Kaskutas, L.A. (2004). Helping, spirituality, and Alcoholic Anonymous in
recovery. Journal of Studies in Alcohol, 65, 383-391.
Recommended Readings
Bormann, J.E., Gifford, A.L et al. (2006). Effects of spiritual mantra repetition on HIV outcomes: A
randomized controlled trial. Journal of Behavioral Medicine. 29 (4), 359-368.
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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.
Wright, Violet L. (2003). Phenomenological exploration of spirituality among African American women
recovering from substance abuse. Archives of Psychiatric Nursing, 17(4), 173-185.
CLASS 13 – APRIL 21: CROSS CUTTING ISSUES
Tobacco, ATOD in the Military
STUDENT PRESENTATIONS
Required Readings- Tobacco Abuse
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.
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 targeting of women and
girls. In Tobacco-free kids. Retrieved March 19 from
http://tobaccofreekids.org/reports/women_new/.
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.
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.
TAKE HOME EXAM GIVEN OUT- APRIL 21
elated Ri
TAKE HOME EXAM DUE - APRIL 28 5pm
ADDITIONAL RECOMMENDED READINGS FOR DIVERSE GROUPS
General References
Gordon, J.U. ed. (1994), Managing multiculturalism in substance abuse services, Thousand Oaks, CA:
Sage Publications.
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 of the required readings. You are still
expected to read the other articles that are required.
For each reading selected, write about 2 pages sharing your personal response or reaction to what you have
read. Choose at least one quote or idea and be specific about what has ‘stirred you’ and why. Briefly comment
about what you consider to be the strong and weak points of the article or chapter. These assignments are due
on the day the selected readings are assigned.
Due Feb. 3
African/Black Americans:

Due Feb. 10
European-Americans:

Due Feb. 17
Due Feb. 24

Review: CSAT TIP: Substance Abuse Resource Guide: Lesbian, Gay, Bisexual and
Transgendered populations. Choose one chapter to write on.

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.
Women:
Gloria, A. M. & Peregoy, J. J. (1996). Counseling Latino alcohol and other substance
users/abusers. Journal of Substance Abuse Treatment, 13(2), 119-126.
Native Americans:

Due Mar. 24
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.

Hispanic/Latin Americans:

Due Mar. 17
Choose two readings of your choice from this section.
LGBTQ:

Due Mar.3
Choose two readings of your choice from this section.
Choose one required reading from this section
Asian-Americans, Middle Easterners, and Asian Indians:

Choose one of the required readings
You have a total of 10 articles for which you will submit response papers.
12
ATOD & Diverse Populations
Syllabus: Spring 2014
Assignment 2: Ethnographic Interview
Due: March 03, 2014 (see separate sheet in this syllabus).
(MSW – 15 % of grade; Practitioners – 25%).
Assignment 3: Individual or Group Presentations
MSW - 20% of your grade. If group: 15% for the group, and 5% for the individual presentation.
Practitioners – 25% of your grade. If group: 15% for the group, and 10% for your individual
presentation.
Please select one of the topics suggested by the instructor. Consideration will be given to a request for a topic of
special interest to the student. See fuller description in this syllabus.
Dates for presentations: To be assigned once topics are chosen.
1. Cross Cutting Issues: March 31
2. Cross Cutting Issues: April 7
3. Crossing Cutting Issues: April 14
4. Cross Cutting Issuess: April 21
Assignment 4: Examination ( Distributed April 21st): To be turned in April 28, 2014
(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 a variety of objective questions, and require a written formal assessment of a client, using
the information learned in this class, and providing 3-4 references from your readings. This examination will
cover lectures, readings, topics and exercises shared from Class 1 through – Class 14.
Class Participation: MSW – 20% of grade; Practitioner – 25% of grade.
13
ATOD & Diverse Populations
Syllabus: Spring 2014
ASSIGNMENT: ETHNOGRAPHIC INTERVIEW (Due March 3, 2014)
Objective: To learn what it was like for a particular cultural/ethnic individual 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, trying to capture the issues around diversity: race, ethnicity, gender, sexual orientation, disability, etc.
Guidelines:
Interview a recovering person from a cultural group different from your own. 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 so 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 toward the abuse of and dependency on 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, have you 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, and/or factors must you
consider and address in order to increase your competence in engaging individuals different from
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.
14
ATOD & Diverse Populations
Syllabus: Spring 2014
ASSIGNMENT: STUDENT INDIVIDUAL OR GROUP PRESENTATIONS
Choose one topic from the list of suggestions provided by the instructor. Address this issue/topic from the
standpoint of current research, and implications and best practices for treatment. Are there evidence-based
practices that you can discuss? If so, please provide concrete examples of treatment interventions so that
students are able to have one or two concrete clinical interventions to add to their professional tool box at the
completion of your presentation.
Your presentation can be individual or group- your choice.
The style as a group is to be interactive, creative, and engaging of the other class members.
Individual Presentations will be graded on content depth, delivery, presence with class, interaction, and
creativity.
Feel free to be as creative as you desire.
A grading grid for the group presentation is below.
Elements of Presentation
Fails to meet
Expectations
Meets
Expectations
Exceeds
Expectations
Describe the topic, epidemiology,
populations affected, empirical data,
etc.
Best practices and evidence based
practices;
Ethical / Legal Issues
Interventions/ Best Practice
Techniques
(Emphasis is on adding to Clinical
Tool Box)
Delivery of Presentation/Creativity
Class Handouts
Class Involvement
15