ATOD & Diverse Populations
Syllabus: Spring 2010
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 2010, TUESDAY EVENINGS 5:30-8:20, ROOM 135
Amelia Roberts-Lewis, Ph.D., LCSW
School of Social Work
325 Pittsboro Street
CB-3550
Office Suite: 324-C
Chapel Hill, NC 27599-3550
Phone: 919/962-6428
Fax: 919/962-1486
Email: amrobert@email.unc.edu
OFFICE HOURS: Mondays and Tuesdays, 12-2 pm, 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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ATOD & Diverse Populations
Syllabus: Spring 2010
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 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. Establish a culturally relevant and evidenced based social intervention plan for a client;
3. 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.
4. 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). Ethnocultural factors in substance abuse treatment. In Shulamith
Lala Ashenberg Straussner (Ed.). New York: Guilford Press.
Several articles are assigned and can be found at Blackboard.
Texts can be purchased at the student bookstore.
RECOMMENDED TEXTS
Loue, Sana. (2003). Diversity issues in substance abuse treatment and research. NY: Kluwer
Academic/ Plenum Publishers.
McNeece, C.A., & DiNitto, D.M. (2005). Chemical dependency: A systems approach. 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 means 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 unforeseen difficulties. Absences are to be communicated to the
professor. For those students involved in the Certificate Program, missed classes will have to be made
up via additional assignments.
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Syllabus: Spring 2010
CLASS ASSIGNMENTS for MSW STUDENTS
5% Class Participation
5% Assigned Reading Themes
25% Ethnographic Interview
30% Student Group Presentation
5% Growth Journal
30% 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% Class Participation
5% Assigned Reading Themes
35% Ethnographic Interviewing OR Student Group Presentation
10% Growth Journal
40% Take Home Examination
All exams will be submitted with 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. Any exceptions will be graded down 5 points each
class session. Incomplete assignments 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 2010
PROPOSED CALENDAR – SOWO 761 - ATOD & DIVERSE POPULATIONS
Class 1
Tues, Jan. 12
Introductions & Course Overview
Class 2
Tues, Jan. 19
Research & Multi-cultural Frameworks
Bio-Psycho-Social-Spiritual (BPSS) Framework
Class 3
Tues, Jan. 26
Ethnographic Interviewing Technique
Class 4
Tues, Feb. 2
Gender - Women & Substance Misuse
Class 5
Tues, Feb. 9
Overview / European Americans
Class 6
Tues., Feb. 16
African / Black-Americans
Class 7
Tues., Feb. 23
Native Americans - Guest Speaker
Ethnographic Interviews Due
Class 8
Tues., March 2
Cross Cutting Issue - Student Presentation
Co-Occurring Disorders (aka Dual Diagnosis)–
No Class
Tues., Mar. 9
Spring Break
Class 9
Tues., Mar 16
LGBTQ Persons & Substance Abuse
Speaker & Panel Discussion
Class 10
Tues., Mar 23
Cross Cutting Issue- Student Presentation
Trauma, PTSD & Substance Abuse
Class 11
Tues., March 30
Cross Cutting Issue - Student Presentation
Spirituality & Substance Abuse
Class 12
Tues, April 6
Class 13
Tues, April 13
Cross Cutting Issue - Student Presentation
Tobacco Use & Diverse Populations
Class 14
April 20
HIV & AIDS – National & Global Issue
Take Home Exam
Class 15
April 27
Last Class
Summary and Termination Ritual
Take Home - Examination Due
Latinos / Hispanic Americans
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Syllabus: Spring 2010
READINGS AND COURSE OUTLINE
CLASS 1 -
January 12:
Introductions & Course Overview
CLASS 2 -
January 19:
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.
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), 915.
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 Joseph G. Ponterotto, J. Manual Casas, Lisa A. Suzuki, & Charlene M.
Alexander (Eds.). Handbook of Multicultural Counseling. Thousand Oaks, CA: Sage.
CLASS 3 - January 26:
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 2: Women and Substance Misuse
Required Readings - 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.
Johnson, J.E. & Zlotnick, C. (2007). A pilot study of group interpersonal psychotherapy for
depression in substance-abusing female prisoners. Journal of Substance Abuse
Treatment. In Press, Corrected Proof.
Recommended Readings for Women
McNeece & DiNitto, Chapter 15, “Gender and the use of drugs and alcohol: Fact, fiction,
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Syllabus: Spring 2010
and unanswered questions”, 503-537.
Covington, S. & Surrey, J.L. The relational model of women‟s psychological development:
Implications for substance abuse. Stone Center: Wellesley College.
Cunningham, J., Pearce, T., & Pearce, P. (1988). Childhood sexual abuse and medical
complaints in adult women. Journal of Interpersonal Violence, 3: 131-144.
CLASS 5 - February 9:
European-Americans
Required Readings
Edgington, A., (2000) “Moving Beyond White Guilt”. Chapter 2, Readings for Diversity and
Social Justice pp. 127 – 129.
Foster, R. P. (1999). The clinician's cultural counter-transference: The psychodynamics of
cultural competent practice. Clinical Social Work Journal, 26 (3), 253-270.
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”.
Recommended Readings
McNeece & DiNitto: Chapter 11, Substance use and abuse among Jewish Americans, pp.
279-384.
CLASS 6 - February 16:
African/Black Americans
Required Readings
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.
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.
Straussner, S. L., Chapter 3, “Substance abuse issues among English-speaking
Carribean people of African ancestry”, pp. 52-74.
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Syllabus: Spring 2010
Recommended Readings
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.
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.
McNeece & DiNitto, Chapter 11, “Substance use and abuse among African Americans,
pp. 344-356.
ETHNOGRAPHIC INTERVIEWS DUE – FEBRUARY 23, 2009
CLASS 7 – February 23:
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 TwoSpirit Native Americans. Cultural Diversity and Ethnic Minority Psychology, Volume 10( 3), pp.
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), 8191.
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.
CLASS 8 – MARCH 2 - 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 will be distributed to the class.
Recommended Readings
SAMHSA (2005). Anger Management for Substance Abuse and Mental Health Clients: A Cognitive
Behavioral Therapy Manual Rockville, MD: DHHS.
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NO CLASS - TUESDAY – MARCH 9, 2009 - SPRING BREAK
CLASS 9 - March 16: Lesbian, Gay, Bisexual, Transgender, & Queer (LGBTQ)
Required Readings
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), pp. 311328.
McNeece & DiNitto. Chapter 12, “Substance abuse treatment with sexual minorities”,
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.
CLASS 10 – MARCH 23 – CROSS CUTTING ISSUE: STUDENT GROUP PRESENTATION
TRAUMA (e.g., SEXUAL ABUSE & DOMESTIC VIOLENCE, etc.), 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.
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), pp 37-49.
Westly-Clark, H. & Power, A.K. (2005) Women, Co-occuring Disorders, and Violence
Study: A case for trauma-informed care. Journal of Substance Abuse Treatment,
1(2), 145-146.
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.
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.
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Recommended Readings
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. New York: Guilford
Press: 214-241.
Kilpatrick, DG., Resnick, H.S., Saunders, B.E., & Best, C.L. Victimization, posttraumatic
stress disorder, and substance use among women. In National Institute on Drug Abuse Drug
addiction research and the health of women. (2002). (NIH Publication No. 02-4290). (pp. 285308). Bethesda, MD: U.S. Department of Health and Human Services.
CLASS 11 - MARCH 30:
CROSS CUTTING ISSUE - STUDENT GROUP PRESENTATION
SPIRITUALITY & SUBSTANCE ABUSE
Required Readings
Bormann, J.E., Gifford, A.L et al. (2006). Effects of spiritual mantram repetition on HIV
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), pp.
173-185.
CLASS 12 - April 6:
Hispanic / Latin-American & 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), pp 277-284.
Trepper, T.S., Nelson, T.S., McCollum, E.E., McAvoy, P. (1997). Improving substance
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Syllabus: Spring 2010
abuse service delivery to Hispanic women through increased cultural competencies: A
qualitative study. Journal of Substance Abuse Treatment, 14(3), pp 225-234
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
Gloria, A. M. & Peregoy, J. J. (1996). Counseling Latino alcohol and other substance
users/abusers. Journal of Substance Abuse Treatment, 13(2), pp. 119-126.
McNeece & DiNitto, Chapter 11, “Substance use and abuse among Hispanic Americans”,
pp. 356-364.
CLASS 13 – APRIL 13, 2010 - CROSS CUTTING ISSUE – STUDENT PRESENTATION
TOBACCO USE & SUBSTANCE ABUSE
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), pp. 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 Tobacco10
ATOD & Diverse Populations
Syllabus: Spring 2010
free kids. Retrieved March 19, 2009 from
http://tobaccofreekids.org/slideshow/deadlyinpink_2009_03/slideshow_full.html.
CLASS 14 - April 20: HIV & AIDS – A National and Global Issue
Required Readings (Will be Added)
Recommended
Amaro, H, Raj, A., Vega, R. R., Mangione, T. W., Perez, L. N. (2001). Racial/Ethnic disparities in the HIV and
substance abuse epidemics: Communities responding to need. Public Health Reports, 116, 434-448.
Faryna, E., Morales, E. (2000). Self-efficacy & HIV related risk behaviors among multiethnic adolescents.
Cultural Diversity and Ethnic Minority Psychology, 6(1), pp. 42-56.
Roberts, A. C., Wechsberg, W. M., Zule, W., & Burroughs, A. R. (2003). Contextual factors and other correlates of
sexual risk of HIV among African-American crack-abusing women. Addictive Behaviors, 28, 523-536.
.
Self-Efficacy and HIV-Related Risk
TAKE HOME EXAM- APRIL 20, 2010
CLASS 15 - April 27 - LAST CLASS - Summary & Termination Ritual
Take Home Examination – Due
TAKE HOME EXAM - DUE - April 27, 2010
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GENERAL RECOMMENDED READINGS FOR DIVERSE GROUPS
Recommended Readings for Child & Adolescent Populations
Burke, A.S., & Early, T.J. (2003). Readiness to adopt best practices among adolesents‟
AOD treatment providers. Health and Social Work, 28(2), 99-105.
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), pp. 65-74
McNeece & DiNitto, Chapter 9, “Treating substance-abusing youth, 269-292.
Tubman, J., Wagner, E. F., Gil, A.G., & Pate, K. N. (2002). Brief motivational intervention
for substance abusing delinquent adolescents: Guided self-change as a social work practice
innovation. Health & Social Work, 27(3), 208-212.
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
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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 –dates to be determined (TBD).
(5% of grade MSW Students ; 5% Practitioners)
Assigned Reading & Themes: Select an article or a book chapter from the course required or recommended
readings. There are three parts to this one-page written assignment. The first part will include a listing of the
themes that are reflected in the text. Next, make notation of what you consider to be the strong and weak points
of the text, and finally submit two questions that could be used to stimulate a group discussion about the text.
This assignment is due on the day the selected reading is assigned or recommended.
Assignment 2: Ethnographic Interview
Due: February 24, 2009 (see separate sheet).
( MSW - 25% of grade; Practitioners – 35% ).
Assignment 3: Student Group Presentation
(MSW – 30 % of grade; Practitioners – 35%).
Please select one of the below issues/topics and plan to make a presentation to the class. See fuller description
in this syllabus.
1. Cross Cutting Issue: Co-Occurring Disorders (aka Dual Diagnosis)
2. Cross Cutting Issue: Trauma, PTSD, & Substance Abuse
3. Cross Cutting Issue: Spirituality & Substance Abuse
4. Cross Cutting Issue: Tobacco Use & Diverse Populations
Assignment 4: The Growth Journal - (MSW - 5% of grade; Practitioners – 10%). Write a one page
description of your personal growth in the area of working with and thinking about diverse populations. Share
where you were at the beginning of class, and the growth that has taken place as you have moved through the
semester. Feel free to list areas of continued or constant struggle. Due - April 13, 2010.
Assignment 5: Examination
(MSW – 30% of grade; Practitioners – 40%).
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.
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Syllabus: Spring 2010
Assignment: Ethnographic Interview
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. Below are several questions 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. In addition, 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.
3. Looking back, what areas do you wish you had covered in the interview, but
did not?
4. 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?
6. 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.
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ATOD & Diverse Populations
Syllabus: Spring 2010
ASSIGNMENT: Student Group Presentation
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:
1.
2.
3.
4.
Cross Cutting Issue: Co-Occurring Disorders
Cross Cutting Issue: Trauma, PTSD, & ATOD
Crossing Cutting Issue: Spirituality & ATOD
Cross Cutting Issue: Tobacco & Diverse Pops
March 2
March 23
March 30
April 13
Choose one of the above. 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. I have developed a grading grid sheet for you.
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ATOD & Diverse Populations
Syllabus: Spring 2010
STUDENT GROUP PRESENTATIONS
Spring 2010
March 2, 2010
Co-Occurring
Disorders
March 23, 2010
Trauma, PTSD, ATOD
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%
March 30, 2010
Spirituality &
Substance Abuse
Fails to meet
Expectations
April 13, 2010
Tobacco Use & Diverse
Populations
Meets
Expectations
Exceeds
Expectations
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