KENT INSTITUTE OF MEDICINE AND HEALTH SCIENCES
UNIVERSITY OF KENT
BSc Substance Misuse Management
Stage THREE, Required Module
1The title of the module
PSYCHOLOGICAL AND BIOLOGICAL ASPECTS OF DEPENDENCY (KI511)
2The Department which will be responsible for management of the module
Kent Institute of Medicine and Health Sciences
3The Start Date of the Module
November 2002
4The number of students expected to take the module
12
5Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Departments and Faculties regarding the withdrawal
6The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
H
7The number of credits which the module represents
30 credits (15 ECTS Credits)
8Which term(s) the module is to be taught in (or other teaching pattern)
Autumn
9Prerequisite and co-requisite modules
Perspectives on alcohol and drug use and misuse or equivalent
10The programmes of study to which the module contributes
BSc in Substance Misuse Management
11The intended subject specific learning outcomes and, as appropriate, their relationship to programme learning outcomes
On successful completion of this module students will have:
Analyse and critically assess the biological, psychological and sociological bases of use, misuse and dependence B1
A critical understanding of biological and psychological factors in development of addictive behaviour C13
Developed practical skills for assisting in the monitoring of health and behavioural status of clients, within an ethical framework C3
An in-depth understanding of symptoms of withdrawal, chemical dependency, complications during detoxification, with reference to biological and psychological theories C9
12The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes
Management and presentation of data and scientific literature through computer-based searching D1
Facilitating cooperative working with clients and other staff; caseload-based autonomous working; reflective practice in therapeutic settings D2
Employment of ethical approaches to client work D5
A flexible approach to solving client and centre/project issues, client assessment and care-planning D3
13A synopsis of the curriculum
This module will provide a contemporary framework for the theoretical study of addictive behaviour, with reference to biological and psychological theories. Brain mechanisms of reward and punishment will be considered from neurobiological and psychological perspectives. These will be complemented by psychopharmacological insights and a review of the mechanisms of learning. This will provide the students with the skills to read and interpret reports of studies in these complex areas. Applications of these studies will include skills required for client assessment and treatment outcome monitoring. Here a critical review of the role of biological markers (including liver function tests and nutritional status indexes) and neurobiological assessments will be considered within the care-planning process. This area is of particular importance for those students working with socially excluded individuals where a wide range of physical and mental health issues will be encountered. In addressing the issues of chronic use of alcohol and drugs, pathological issues will be studied at tissue and molecular levels. Other aspects will include genetic theories and role of critical psychological factors in the development of individual vulnerability.
Physiological and psychological mechanisms of tolerance and dependency will considered in relation to the neurobiology of reward, conditioning in drug tolerance, sensitisation, and reinforcers (incentive theories, opponent process theories, negative reinforcer ideas).
14Indicative Reading List
Ball J.C, O'Donnell J.A (ed) (1966). Narcotic addiction. Harper & Row.
Bonner A, Waterhouse J (eds) (1996). Addictive Behaviour: Molecules to Mankind. Macmillan.
Orford J (1985). Excessive Appetites: a Psychological View of Addictions. Wiley, London.
Sayed F.Ali (2000).Neurobiological mechanisms of drugs of abuse : cocaine, ibogaine, and substituted amphetamines. New York : New York Academy of Sciences. Annals of the New York Academy of Sciences; vol. 914
15Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes
Hours of study:
5 days of 6 hours taught sequentially as a block, plus 1 review day of 6 hours, approximately 12 weeks after initial teaching block.
Lectures/Seminars; 36 hours
Self-directed work-based experience; 264 hours
Total hours: 300 hours
Building on the wide range of experiences of professional students, the interactive lectures, seminars and tutorials will encourage the sharing of information and best working practices.
Guidance in self-directed work-place learning will be provided to facilitate the production of an essay based on the module content and linked to the student’s workplace.
These methods will develop theoretical approach to underlying mechanisms of drug and alcohol dependence.
16Assessment methods and how these relate to testing achievement of the intended learning outcomes
Students will undertake a 15 minute presentation (50%) and 3000 word seminar paper (50%) on a bio-psychological model of a named addiction, in which the learning outcomes of the module can be demonstrated.
17Implications for learning resources, including staff, library, IT and space
In delivering this module there will be implications for learning resources in the form of staff, library use, IT and teaching accommodation.
18A statement confirming that, as far as can be reasonably anticipated, the curriculum, learning and teaching methods and forms of assessment do not present any non-justifiable disadvantage to students with disabilities
In anticipation of a detailed policy on disability, the teaching methods and forms of assessment will not, as far as can reasonably be anticipated, present any non-justifiable disadvantage to students with a disability
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals"
......Director of Learning and Teaching / ......
Date
Statement by the Head of Department: "I confirm that the Department has approved the introduction of the module and will be responsible for its resourcing"
......Head of Department / ......
Date
Revised August 2002; Revision 3 in November 2003.