Service Learning Course Designation Form
Use this form to request a Service Learning Course Designation for a new or existing course.
Proposed course title should end with the following designation: /Service Learning
I. Service Learning Course
Social Work (SW)
Dept/Program
Course Number
(e.g. SW UG 423)
Subject
Course Title (e.g.
Addiction Studies / SvcLrn
Addiction
Studies/SvcLrn)
Short Title (max. 26
Addiction Studies
characters incl. spaces)
3
Number of credits
Cynthia Garthwait
Instructor name
SW UG 423
243-2954 cynthia.garthwait@umontana.edu
Instructor phone
and e-mail
II. Endorsement/Approvals
Complete this form and obtain signatures before submitting to Faculty Senate Office.
Please Type/Print Name
Signature
Requestor
Requestor phone
and e-mail
Program
Chair/Director
Other affected
programs
Date
9/4/11
Cynthia Garthwait
243-2954 cynthia.garthwait@umontana.edu
Ryan Tolleson Knee
9/6/11
Sociology and
Psychology (cross-listing)
Dave Forbes
Dean
College of Health
Professions and
Biomedical Sciences
III. UM Service Learning Definition: Service Learning is a method of teaching and learning
in which students, faculty and community partners work together to enhance student
learning by applying academic knowledge in a community-based setting. Student work
addresses the needs of the community, as identified through collaboration with community
or tribal partners, while meeting instructional objectives through faculty-structured service
work and critical reflection meant to prepare students to be civically responsible members
of the community. At its best, service learning enhances and deepens students’
understanding of an academic discipline by facilitating the integration of theory and
practice, while providing them with experience that develops life skills and engages them
in critical reflection about individual, institutional, and social ethics.
IV.Service Learning Course Criteria The University of Montana-Missoula has established the
following criteria for Service Learning courses. In order to receive the Service Learning course
designation, a course must clearly exemplify all of the following criteria:
 Students in the course will provide a needed service to individuals, organizations, schools, or other
not-for-profit or tax-exempt entities in the community.
 The service experience is directly related to the subject matter of the course.
 Knowledge from the discipline informs the service experiences with which the students are to be
involved.
 Activities in the classroom will provide opportunities for students to actively reflect upon what they
have learned through the service experience and how these experiences relate to the subject matter of
the course. Reflection should be imbedded as course assignments and in-class time should be
scheduled to do reflection – both should be clear on the syllabus. Reflection should incorporate
discussion/assignments that help students understand the importance of meeting community needs
through service and civic engagement in a democratic society.
 The course offers a method to assess the learning derived from the service. Credit will be given for
the learning and its relation to the course, not for the service alone.
 Service interactions in the community will recognize the needs of service recipients and represent
reciprocal partnerships between the campus(class) and community partner organization(s).
Community partner(s) should have the opportunity to provide advice and feedback in class on the
nature and value of the service performed by the students.
 Training (by the service agency) and preparation (by the course instructor) ensure that students
perform service activities in a professional manner and that vulnerable populations are not harmed.
 Service options ensure that no student is required to participate in a service placement that creates a
religious, political, or moral conflict for the student.
 In a 3-credit service learning course, students should be required to perform a minimum of 15 hours
of community service per semester (i.e. 5 hours of service per academic credit.) Service hours may
include hours spent in training, preparation, and direct contact with clients.
V. Confirmation of Service Learning Course Criteria: Explain how this course meets each of
the following criteria.
Need for service: Describe the community-
identified need and the nature of the service
experience students will be involved in.
Relation to course content: Describe how the
service experience is related to the subject matter of
the course. How do students apply their classroom
learning in the service experience?
Numerous community organizations,
particularly non-profit organizations, have a
need for volunteers to provide direct and
indirect services to clients and populations at
risk for addictions, those impacted by
addictions, and those in treatment and
recovery. Students can select a servicelearning experience from a list of approved
sites or select their own in consultation with
the instructor. A cooperative arrangement
with the Flagship Program in the Missoula
school district allows for students to mentor
children and youth at risk, as well as to
participate in or lead meaningful activities
aimed at building resilience and addressing
risk in young people. Examples of other
opportunities could include: (1) working with
UM’s Self Over Substance program by
providing education and facilitating student
groups, (2) preparing materials and/or
educating parent groups about teenage
substance use prevention, (3) educating a
high risk group about smoking, gambling,
eating disorders, and substance abuse, (4)
implementing a prevention program on
campus such as a UC table or a DUI goggles
project (in conjunction with law enforcement
authorities), (5) prepare a recovery support
kit for a real person in recovery that will help
them avoid relapse.
All service-learning activities are tied to the
course objectives, text-book readings, other
assignments (abstinence/acquisition project,
visit to 12 step program), and these linkages
are repeatedly reinforced in classroom
discussions and assignments. Students are
prepared for their experiences through inclass training, and are asked to reflect orally
and in writing about the ways in which they
have applied their learning. Specific course
objectives which are integrally tied to the
service-learning project include (1) learning
about models of the development of
addictions, (2) current research, (3)
assessment and treatment options and
effectiveness, (4) family dynamics, (5) values
and ethics related to addictions.
Reflection: What opportunities are provided in the
classroom for students to reflect upon what they
have learned through their service experience? How
is service placed within the broader context of civic
engagement and service to others?
Assessment: What method(s) are used to assess
the learning derived from the service experience?
Reciprocity: How do community partner(s)
provide advice and feedback on the nature and
value of the service performed?
Training: What training and preparation will be
provided to assure that that students perform their
service activities in a professional manner and that
vulnerable populations are not harmed?
Service options: What service options exist to
ensure that no student is required to participate in a
service placement that creates a religious, political,
or moral conflict?
As written in the course syllabus, students
are required to reflect on their experience
and learning orally and in writing. Specific
classroom discussions focus on this
integration of theory and practice, and
students are asked to tie this learning into
the journals they write for their abstinence /
acquisition project. In addition, a final report
and reflection is required (either oral or
written) and is guided by specific questions
that will help students examine their own
learning and demonstrate their broadened
understanding of the need for ongoing civic
engagement. Discussions in class will also
focus on the impact of such civic
engagement, including the current research
on both learning and service components of
student civic engagement.
Students are evaluated on the contributions
they make to classroom discussions. Their
journals on the abstinence project’s relation
to the service-learning project are read and
graded. Their final reflection reports are
graded. In addition, feedback from
community partners is incorporated into the
assessment of student learning and
performance.
Flagship Program staff complete a written
evaluation on the individual performance of
each student volunteer. In other placements,
the instructor interacts with professionals
who supervise students and seek feedback
on their performance.
Classroom time is spent on professionalism
in their projects and behavior, as well as on
anticipating problems and addressing them.
Classroom time is also spent preparing
students for the individual expectations of
their projects. The instructor also addresses
individual student questions individually, and
the teaching assistant maintains ongoing
email contact with each students. Classroom
time is spent on the issue of vulnerable
populations, such as the at risk youth served
by Flagship Program and those in recovery
programs. Topics addressed in this
preparation include: confidentiality, ethical
treatment, when to report possible abuse,
and how to seek supervision when needed.
All students have a choice about the servicelearning project they want to pursue, and if
they want to design their own meaningful
experience, this can be done in conjunction
with the instructor.
Number of service hours required: How many
15 hours. Activities include but are not
limited to the following: (1) completing
Flagship Program training and then
mentoring at-risk youth or participating in or
leading Flagship activities for at-risk youth,
(2) preparing a recovery kit for a person in
recovery by researching the effectiveness of
treatment and then incorporating those
concepts into the preparation of a recovery
kit specifically designed for an individual in
recovery, (3) participating in training for a
program such as UM Self Over Substance
program or Community Care and then
providing services such as education and
group facilitation to college and high school
populations, (4) design an outreach /
education program for a particular population
on an addictions topic such as gambling,
smoking, or eating disorders and implement
this education / prevention program.
VI. Community Partner Information: Provide information on the organization(s) that will
provide service placements for students in this course.
Name of Agency/Organization(s)
Flagship Program, Self Over Substance,
Community Care, Youth Homes Inc., Turning
Point (outpatient treatment and recovery
program), and others as identified
Contact person name(s)
Nicole Mitchell (Flagship Program)
Mike Frost (Self Over Substance)
Craig Krueger (Youth Homes Inc.)
Mavis Vaillancourt (Turning Point)
hours of service per semester are students required
to perform? Provide detailed description of the
service activities to be performed.
Contact person(s) phone and e-mail
Others as identified by instructor
Nicole Mitchall 532-9827
nmitchell@wmmhc.org
Mike Frost 243-4711,
mike.frost@umontana.edu
Craig Krueger 721-2704
ckrueger@youthhomes.inc
Mavis Vaillancourt 531-4145
mvaillancourt@wnngc.org
VII. Syllabus: Paste syllabus below or attach and send digital copy with form. The syllabus should
clearly indicate that this is a service learning course and it should include the UM Service Learning
Definition as text within the syllabus. The syllabus should also demonstrate how the above criteria are
satisfied. For assistance in preparing a service learning course syllabus, see
http://www.compact.org/syllabi/ or contact Andrea Vernon, Director of the Office for Civic
Engagement: andrea.vernon@umontana.edu.
VIII. Copies and Electronic Submission: Submit approved original, a copy, and electronic
file to the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.
ADICTION STUDIES
SOCIAL WORK 423 / SOCI 433 / PSYX 441
3 credits, Spring 2012
Tuesday / Thursday 9:40-11:00 AM
Liberal Arts Building 106
Cindy Garthwait, Instructor
Phone 243-2954, Office JRH 004
cynthia.garthwait@umontana.edu
COURSE OVERVIEW
Addiction Studies is designed to help students develop an understanding of addictions from an
eco-systems perspective. The addictive process and recovery will be studied, including the
reciprocal interaction between addicted individuals and the various social systems of which they
are a part. In addition, there will be a focus on societal contributors and responses to addictions.
COURSE CONTENT
Students will examine substance abuse and behavioral compulsions, including alcohol and other
drugs, smoking, compulsive gambling, eating disorders, and sexual addictions. There will also
be a focus on diversity in addicted populations, the business of drugs, and prevention.
Attention will be given to biological and genetic factors in the etiology of addiction, family
issues, and community responses. The consequences of addictions will be studies at the
individual, family, community and societal levels. This course will draw on current research in
the field of addictions, and will emphasize critical thinking and analysis of the current
controversies in the field.
SERVICE-LEARNING COURSE DESIGNATION
Service Learning is a method of teaching and learning in which students, faculty and community
partners work together to enhance student learning by applying academic knowledge in a
community-based setting. Student work addresses the needs of the community, as identified
through collaboration with community or tribal partners, while meeting instructional objectives
through faculty-structured service work and critical reflection meant to prepare students to be
civically responsible members of the community. At its best, service learning enhances and
deepens students’ understanding of an academic discipline by facilitating the integration of
theory and practice, while providing them with experience that develops life skills and engages
them in critical reflection about individual, institutional, and social ethics.
RELATION TO OTHER SOCIAL WORK COURSES
This elective course builds on foundation social work courses, providing knowledge and skills to
students who will encounter issues of addiction in their practice. This course is approved as one
component of the educational requirements for those wishing to become licensed addiction
counselors in the state of Montana.
COURSE OBJECTIVES
Upon completion of the course, students will understand:
1. The definitions of drug use, abuse, dependency, and addictions.
2. The models of addiction development, including disease, psychological,
social, family systems, and multi-causal, all considered from an eco-systems perspective
3. The major research findings regarding the genetic predisposition to substance abuse
4. Basic physiological responses to drug use
5. The use of assessment criteria and tools
6. Treatment models including self help, behavioral, family systems, disease, and
innovative programs
6. Family dynamics of chemical abuse, including co-dependency
7.
Current controversies in the field of addictions, including the harm reduction model
versus the disease model
8. The effects of addictions on special populations, including diversity in age, ethnicity
9. The continuum of responses to addictions, from prevention to treatment to law
enforcement / control
10. The impact of one’s values, attitudes, and life experiences on one’s view of addiction
11. How to identify and examine the ethical dimensions of addictions
REQUIRED READINGS
Chemical Dependency: A Systems Approach by C. Aaron McNeece and Diane N. DiNitto, 3rd
edition, Allyn and Bacon, 2008. (1 copy on reserve)
Selected chapters from Motivational Interviewing: Preparing People to Change Addictions by
William R. Miller and Stephen Rollnick, Guilford Press, 2nd edition, 2002. (on reserve and ereserve. Password: SW 423)
ASSIGNMENTS
(1) ABSTINENCE OR ACQUISITION PROJECT AND JOURNAL
(Journal due March 4)
Starting on January 28, you are asked to abstain from a mood altering chemical / substance / food
/ activity for 30 days (January 28-February 26). The substance will be of your choosing, and can
include alcohol, other drugs, nicotine, caffeine, sugar, or other similar substances. An activity
can include gambling, spending money, watching television, spending time on the computer,
swearing, etc. The purpose of your abstinence is to assist you in understanding what chemically
dependent people face in treatment and recovery in this culture. You will also hopefully begin to
assess the role chemicals play in your life. You are to choose something that will be a true
challenge for you, as this will help you learn much more than if you chose something easy to
change about your life.
You are to keep a journal describing and reflecting upon your abstinence, with at least 3 entries
per week describing your experiences, thoughts, feelings, successes and struggles. Each day’s
entry should be one double spaced page, making 3 pages per week.
You are to inform your instructor at the outset what substance you will be abstaining from, and
you are to tell at least 2 significant persons in your life that you will be abstaining from that
substance as well. You are to develop a plan for dealing with the difficulties of abstinence,
including the possibility of relapse.
In your journal, describe yourself and your environment in terms of such areas as the following:
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Your reasons for choosing this substance or behavior to abstain from or acquire
Who you told about this experiment and who you look to for support
Your daily experiences and feelings
Your physical state (health, energy, sleep, nutrition)
Your psychological state (motivation, emotions, coping skills, self-esteem,
thoughts, insights, confidence, self-efficacy, emotional management)
Your social life (social support, undermining, changes, friends, family,
classmates, insights about others, reactions by others)
Your spiritual state (choices, honesty, belief systems, ethics, practices, honesty, personal
value system)
Your environment (media, advertising, social mores)
What you are learning about yourself
What you are learning about your environment
What you are learning about addiction
What you are learning about behavior and attitude change
Finally, write a 3 page double spaced conclusion about how this experience will assist you in
understanding or working with chemically dependent people. Be specific. You will not be
graded on your success or failure in abstaining, but on your growth in understanding yourself and
of the dynamics involved in dealing with addictions. However, it is important to make your best
effort to abstain for the full 3 weeks.
Alternative Assignment
Choose a behavior or habit that you wish to acquire. For three weeks, work at developing that
habit or acquiring a behavior. Use the same reporting and journaling process as if you had
chosen abstinence. Examples could be: starting a daily exercise program, meditation, eating
healthy food, or other self care activities.
(2) ATTENDANCE AT 12 STEP MEETING AND DISCUSSION PAPER
(Paper due April 20)
You are to attend one meeting of a 12 step group such as Alcoholics Anonymous, Gamblers
Anonymous, Overeaters Anonymous, or Narcotics Anonymous. If you have already attended
one of these groups, attend a type of group that you have never attended.
Make sure that you are attending an open (not closed) meeting. Should someone ask, be honest
about your reasons for being there. People are typically appreciative of your interest in the
organization, but remember that you are there to respectfully observe, not interview participants.
Above all, respect the anonymity of people you meet there. You may see people you know, and
if so, respect their anonymity. Do NOT take notes or bring a tape recorder. Schedules of 12 step
group meetings will be made available by the instructor.
The discussion paper is to be a compilation of your field notes following attendance at the
meeting, combined with your learning from the assigned readings and class discussions
regarding 12 step programs. Begin with a short description: name of group, place, type of
meeting, brief description of the demographic characteristics of the group, physical surroundings
of the meeting, and atmosphere and tone. The remainder of the paper should focus on:
 Your personal reactions as an individual attending for the first time. What did you
observe / learn about yourself by attending? Were you nervous? Why or why not? Did
you have any stereotypes that were confirmed or shattered? What emotions did you
experience?
 What social, psychological and spiritual principles of human behavior are the 12 step
programs based on? How do they contribute to its success?
 Implications for your professional practice. Who do you think would benefit from
such a group? How would you go about preparing a client for such a group based on
your initial experience? Who might have a hard time participating in such a group?
What do you think are the keys to the success of this approach?
 Integration of classroom materials with 12 step observations. How does this
experience fit or not fit with information presented in class or read for this class?
Compile your reactions into a 4-5 page paper. In addition, be prepared to discuss your
findings and observations in class.
(3) EXAMINATIONS
(March 12, April 30)
Two examinations will be given that focuses on both text material and ideas presented in class.
Both examinations are a mixture of objective and essay questions. Both examinations are open
book / open note format.
(4) ATTENDANCE AND PARTICIPATION
You will be expected to attend class regularly and contribute to class discussions. Come
prepared for class, having read assigned readings and ready to discuss them. You will also be
given the opportunity to interact with guest speakers. You will be graded on your attendance,
and over 2 unexcused absences will significantly lower your grade. You are expected to give
the instructor advance notice of any excused absences and to make up the work in advance if
possible.
(5) SERVICE LEARNING
(Oral reports done the last week of class. Written reports due May 6).
You are to donate 15 hours of volunteer service to a community organization which provides
service in some area of addictions, whether it is in education, prevention, or treatment. An
arrangement with the Flagship Program of the Missoula School District has been made to
accommodate students enrolled in the course to work with elementary or middle school aged
youth. A representative of the Flagship Program will come to class to discuss the ways in which
volunteers can be used in the schools.
A variety of alternate and meaningful service learning experiences can be arranged with the
approval of the instructor, and a list of suggested service-learning opportunities will be provided.
These can be tailored to specific areas of interest, majors, and career goals, as there are numerous
opportunities in the community to provide a meaningful service while integrating this experience
with academic concepts and professional skills.
You are to inform your instructor of your choice by February 4. If you need assistance in
choosing a service learning placement, consult with the instructor right away for ideas and
assistance.
At a number of points during the semester, you will be asked to reflect on your service-learning
project in class. Classroom discussions focused on reflection of your experiences and integration
of these experiences with classroom content will be scheduled throughout the semester. These
oral reflections will help you in a variety of ways, including:
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Integrate academic concepts with real world applications of knowledge and skills
Learn about a specific community-based addictions program and compare it with
what is learned in the classroom about community programming
Discover potential career paths within your major
Identify your abilities and enhance them
Identify your needs for additional knowledge and skill and address them
Address issues of social policies and social justice related to your program and the
needs it addresses in the community
Learn about the relationship between prevention and intervention
Learn from the experiences of other students in class
In order to analyze and demonstrate your learning and growth through the service-learning
project, the following reflection questions can guide you.
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What were your personal and professional goals for this project?
What plan did you devise to reach those goals?
What classroom information, concepts and knowledge helped you in this project?
What else did you need to learn during this project?
What theories and models of prevention and intervention did you observe and
participate in?
What did you learn about yourself as a person and a professional?
What challenges and difficulties did you face, and how did you address them?
What did you learn from these challenges?
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In what ways did your service-learning help you achieve the objectives for this
course?
How did this project dovetail with the other assignments in this course?
You are also to make a verbal or written report (your choice) of your project during class at the
end of the semester. A format for both will be provided by the instructor. This format will
provide reflection questions for you to address about your learning and the value of your service
overall to yourself and the community. Verbal reports are 4 minutes, and written reports are 4
doubled spaced pages. If you choose to write a report, it will be due on the last day of class.
Classroom final reports will allow you to share your experiences with other students, help them
learn from your project, and allow you to deepen your understanding of how knowledge about
addictions is translated into an intervention in the real world.
Samples of Service-Learning projects include:
 Flagship Program
K-12 levels
After-school activities (mentoring, tutoring, activities, interest groups)
 DUI Goggles Project (4-5 students)
On campus
Prevention / harm reduction project
 UC Table
Addiction-related
Education / prevention
 S.O.S. (UM Self Over Substance Program)
Peer education
 Big Brothers and Big Sisters
Mentoring children and adolescents
 Presentation in middle / high school setting regarding
Smoking, drinking, drugs, eating disorders
Prevention / education
 Recovery Support
Develop recovery kit for a real person in recovery
Course Grading
Class attendance and participation
Abstinence / acquisition project
12 step group paper
Examination 1
Examination 2
Service learning project
100 points
200 points
100 points
100 points
100 points
200 points
_____
800 points possible
A
720-800 points (90-100%)
B
640-719 points (80-89%)
C
560-639 points (70-79%)
D
450-559 points (60-69%)
F
0-449 points (0-59%)
Plusses and minuses may be used when grading.
TOPICS, READINGS AND ASSIGNMENTS BY WEEK
January 26
Introduction and Definitions
January 28
Theories / Models of Addiction
Introduction to Service-Learning Options
McNeece 1 “Definitions and Epidemiology of
Substance Use, Abuse, and Disorder:
MeNeece 2 “The Etiology of Addiction”
Begin abstinence / acquisition project
February 2
Disease Model of Alcoholism
February 4
Biological and Genetic Factors in Addictions
McNeece 3 “The Brain Biology of Drug Abuse
And Addiction”
McNeece 4 “The Physiological and Behavioral
Consequences of Alcohol / Drug Abuse”
February 9
Service-Learning / At Risk Youth
February 11
Assessment
McNeece 5 “Screening, Diagnosis, Assessment and
Referral”
Miller 1 “Why Do People Change?”
Miller 2 “Ambivalence: The Dilemma of Change”
Miller 3 “Facilitating Change”
Miller 4 “What is Motivational Interviewing?”
February 16
Treatment
McNeece 6 “Treatment—the System of Care”
Miller 5 “Change and Resistance: Opposite Sides
of the Coin”
Miller 6 “Phase I: Building Motivation for Change”
February 18
Motivational Interviewing
February 23
Relapse
February 25
Compulsive Gambling
Gamblers Anonymous speaker
March 2
Smoking / Nicotine
March 4
Eating Disorders
Abstinence / acquisition journal due
March 9
Media and Societal Influences on Addictions
“Slim Hopes” video
March 11
Examination #1
March 16
Sexual Addiction
March 18
Family Systems
McNeese 10 “Family Systems and Chemical Dependency”
March 23
Gender Issues in Addiction
McNeece 15 “Gender and Drugs: Fact, Fiction, and
Unanswered Questions:
March 25
Native American Issues in Addiction
McNeece 11 “Ethnicity, Culture and Substance Abuse
Disorders”
March 30
Spring Break
April 1
Spring Break
April 6
Sexual Orientation and Addictions
McNeece 12 “Substance Abuse Treatment with Sexual
Minorities”
April 8
Fetal Alcohol Syndrome
Fetal Alcohol Syndrome Support Group
April 13
Age and Addiction
McNeece 9 “Treating Chemically Dependent Youth”
McNeece 14 “Alcohol and Drug Use Among Elders”
April 15
Dual Diagnosis
McNeece 13 “Substance Use Disorders and CoOccurring Disabilities”
April 20
Regulation of Drugs
McNeece 8 “Regulating Drugs and Their Consequences”
12 step paper due
April 22
Prevention
McNeece 7 “Preventing Alcohol and Drug Problems”
April 27
Professional Issues / Ethics in Addictions
McNeece 16 “Chemical Dependency: Current Issues
And Future Prospects”
April 29
Examination #2
May 4
Service Learning Project Oral Reports
May 6
Service Learning Project Oral Reports
Service Learning Written Reports