PSY 480
Biopsychosocial Effects of Substances
Spring I 2008
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Title / Concepts of Chemical DependencyAuthor(s) / Doweiko, H. E.
Copyright / (2006)
Publisher / Wadsworth
ISBN / 0-495-08369-0
Edition / 6th
This Course Requires the Purchase of a Course Packet: YES NO
Argosy University
COURSE SYLLABUS
PSY480
Biopsychosocial Effects of Substances
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Course description: The biological, psychological, and social effects of mood-altering substances and behaviors, as well as their implications for the addiction process, are reviewed. Psychopharmacology of substances is emphasized, and effects on health are covered. Cultural norms and the disease concept/model are considered.
Course Pre-requisites: PSY370
Required Textbook:
Doweiko, H. E. (2006). Concepts of Chemical Dependency. 6th Edition. Wadsworth. ISBN: 0-495-08369-0
Course length: 7.5 Weeks
Contact Hours: 45 Hours
Credit Value: 3.0
Program Outcomes:
1. Cognitive Abilities
1.1. Critical Thinking - Given a psychological issue, employ skeptical inquiry and a scientific approach to respond to the issue.
1.2. Information Literacy - Given a research question related to psychology, access information from a variety of sources and select appropriate sources to respond to the question.
2. Research
2.1. Understanding Research Methods – Given an article about research findings in the field of psychology from a scholarly journal, identify the research methods used and the findings of the article.
2.2. Identifying Research Methods – Identify the appropriate statistical tools and basic research methods in psychology, including research design, data analysis, and interpretation.
3. Communication Skills
3.1. Oral - Effectively present psychological concepts orally as appropriate to the audience.
3.2. Written - Effectively present psychological information, in writing, using software and style appropriate to the audience.
4. Ethics/Diversity
4.1. Ethics - Identify the issues and challenges related to ethics in the field of psychology.
4.2. Diversity - Identify the issues and challenges related to diversity in the field of psychology.
5. Knowledge of the Field
5.1. Foundations – Recognize the major concepts, theoretical perspectives, empirical findings, applications, and historical trends in psychology.
6. Knowledge of Applied Psychology
6.1. Apply psychological principles to personal, social, and/or organizational issues.
7. Substance Abuse Concentration
7.1. Given a substance abuse case, describe the psychological principles applicable to the resolution of substance abuse and related issues.
8. Interpersonal Effectiveness
Students will develop and improve positive relationship skills via effective communication, respect for others, appreciation of diversity and cultural sensitivity, and awareness of their impact on others.
8.1 Apply active listening communication skills in interpersonal and organizational scenarios to establish empathetic, collegial relationships that facilitate
consensus building in working toward common goals and are appreciative of diversity and culture.
8.2 Analyze the importance of effective nonverbal communication skills in developing strong interpersonal and organizational relationships that are culturally sensitive and respectful of diversity.
8. 3 Solicit and utilize feedback to develop adaptable strategies of facilitating dynamic interpersonal and organizational relationships.
8. 4 Analyze the impact of technological advances on communication within interpersonal and organizational relationships.
8. 5 Utilize effective communication and relationship skills in order to promote the growth of others and effect change.
Course Objectives:
1. Demonstrate competency in their understanding of the fundamental concepts of Chemical Dependency related to the historical context, biological context, and correlates and impact of substances. (Program Outcome(s): 5)
1.1. Explain dependency and describe how abused chemicals fit into this description.
1.2. Differentiate between biological, psychological, and sociological factors in the development of substance abuse disorders.
1.3. Define misuse, abuse, dependence, and addiction.
1.4. Explain how understanding of chemical dependency changed across time; Note how differing models, perspectives, or frameworks impacted the understanding of chemical dependency.
2. Understand the enormous contribution that pharmacokinetics (i.e., bioavailability: absorption, distribution, metabolism, and elimination) and pharmacodynamics (i.e., mechanism and site of action) play in the initiation, development, and maintenance of abused chemicals. (Program Outcome(s): 5, & 6)
2.1. Describe how drugs move through our bodies and their relevance in substance abuse.
2.2. Describe the route of administration and drug distribution in the cycle of substance abuse.
2.3. Explain how processes of metabolism and elimination impact drug self-administration.
2.4. Describe how a combination of pharmacokinetics and conditioning contribute to drug abuse problems.
2.5. Compare the three broad categories of abused chemicals, depressants, stimulants, and hallucinogens; and understand their limitations.
2.6. Identify the defining characteristics of abused drugs.
3. Demonstrate competency in their understanding of the fundamental types of substances that one can develop an addiction to and their particular effects. (Program Outcome(s): 5)
3.1. Describe the basic pharmacology of inhalants, alcohols, benzodiazepines, and barbiturates, including the routes of administration, metabolism, intoxication, tolerance, withdrawal, and mechanism of action.
3.2. Describe the basic pharmacology of cocaine, amphetamines, ecstasy, and other psychomotor stimulants including the routes of administration, metabolism, intoxication, tolerance, withdrawal, and mechanism of action.
3.3. Describe the basic pharmacology of marijuana, LSD, PCP, and other hallucinogens, including the routes of administration, metabolism, intoxication, tolerance, withdrawal, and mechanism of action.
3.4. Describe the basic pharmacology of nicotine-containing products, including the routes of administration, metabolism, intoxication, tolerance, withdrawal, and mechanism of action.
3.5. Describe the basic pharmacology of opioid-acting agents such as heroin, morphine, Codeine, OxyContin, and Demerol including the routes of administration, metabolism, intoxication, tolerance, withdrawal, and mechanism of action.
3.6. Describe the harmful impact of abused chemicals on various organ systems as well as on the developing fetus.
4. Understand that the various substances have implications for treatment planning, models of treatment, and intervention. (Program Outcome(s): 1.1, 5, 6, & 7)
4.1. Explain the diagnostic criteria for substance abuse disorders.
4.2. Describe the individual patient characteristics that are important for use in substance abuse treatment plans.
4.3. Explain comorbidity and the "self-medication hypothesis" as they pertain to treatment planning.
4.4. Describe the family and community role in the treatment of substance abuse problems.
4.5. Compare the various treatment models for substance abuse disorders that focus on biological, psychological, and sociological approaches.
5. Gain an introductory level of competency related to diversity, ethnic, social economic status, developmental age, and gender issues as they interact with the addiction assessment and treatment. (Program Outcome(s): 4.2, 5, & 7)
5.1. Define epidemiology and explain its significance in substance abuse research. Define and explain the commonly used epidemiological terms such as population, incidence, prevalence, lifetime use, morbidity, and mortality.
5.2. Identify and explain the strengths and weaknesses of important data-gathering approaches in substance abuse research, including ethnographic research, focus groups, interviews, double-blind designs, and quasi-experiments.
5.3. Identify and examine the typical pattern of use and relevant demographic information such as age, ethnic group, sex, and social economic status for commonly abused substances.
5.4. Identify and examine the essential issues and problems in the treatment of special populations of chemically dependent persons.
Assignment Table
Topics / Readings / Assignments1 / · Addiction: A Brief History
· From Drug Use to Abuse
· Dependency as a Disorder / Doweiko
Chapter 1
Chapter 2 / Discussion Questions:
1. People consume caffeinated beverages daily and develop a physical dependency; however, caffeine does not result in addiction. Using caffeine and alcohol as examples, explain the difference between dependence and addiction.
In general terms, describe several non-drug related things that you are "dependent" on such as food, water, or shelter. Using the same broad definition, explain how drugs fit this general definition of dependency.
Although drug dependence and addiction are different, they are referred to as biopsychosocial problems. Provide examples of biological, psychological, and sociological consequences of dependence and addiction.
2. Although the variety and quality of abused drugs increased during the last several decades, the commonly held attitudes and stereotypes that concern who we think of, as “addicts or junkies,” perhaps, haven’t changed. Which stereotypes come to your mind when you consider the labels "addict" or "junkie?"
Discuss to what extent you feel stereotypes may interfere with identifying and treating substance abuse problems.
3. Marcus Anderson, a 19-year-old male, is in his second year of college. He reports that this was a challenging year for him. He feels anxious about academics and consumes a couple of drinks in the evening to reduce stress and anxiety.
He attends most of his classes but admits that he recently missed several classes. Although he reports a three-year history of drinking, he insists that he does not have a drinking problem.
Being aware that alcohol is the second-most used addictive drug in the U.S. and is one of the costliest chemical dependency problems, how will you describe Marcus Anderson’s current alcohol use? Is it use, misuse, abuse, dependence, or addiction? Discuss.
Assignments:
1. Exposure to Substance Abuse Information
The concepts related to addiction and dependencies changed dramatically during the last several decades. In addition to a variety of sociocultural factors such as divorce, mobility, and diversity, drugs that weren't available a generation ago are currently available. The culmination of these and additional factors made drug abuse problems increasingly more complex.
a. Communicating drug-related information to a broad range of people is difficult. Explain the factors that may contribute to communication difficulties, taking into account age-related factors, cultural differences, and educational disparity.
b. In addition, design two educational flyers, each one-page long, based on one particular drug abuse for two different populations. For example, you can work on categories such as teens vs. elderly, Caucasian vs. African-American, or “blue-collar” vs. “white-collar.
c. The flyers shouldn’t contain a lengthy narrative but should follow a brief, bulleted layout covering the following points:
i) Drug Name, including street name if applicable
ii) Adverse Effects, Physical
iii) Adverse Effects, Psychological
iv) Adverse Effects, Social
v) Take Home Message,
vi) List Several Local Treatment Agencies
You can use the text, lecture notes, or Internet as resources.
Interesting graphics and creative presentation will be encouraged.
2. Final Project
Prenatal Development: Protecting the Unborn from Abused Drugs
Prenatal exposure to abused chemicals is a serious and costly public health problem. In addition to a host of adverse effects to the pregnant woman, the consequence of such exposure to the fetus is often fatal. Those who survive often require intensive medical support during the first months of life as well as various degrees of psychosocial support for additional years. Prenatal exposure to abused chemicals affects every organ system, which results in widespread permanent developmental problems. Exposure to abused chemicals is the number one cause of mental retardation in the U.S.
Taking into account the immeasurable medical, financial, and social consequences of prenatal exposure to abused chemicals, an elected official responded by developing a new bill, Protecting the Unborn From Drug Abuse. Briefly, Protecting the Unborn From Drug Abuse act would require a pregnant woman, who tests positive for illegal drugs, to either voluntarily enter a treatment program or go to prison. In the prison, a substance abuse program would be mandatory. In addition, if the new bill becomes a law, it would require all healthcare professionals to report cases of maternal illicit drug use to the appropriate law enforcement agency.
In this new position, your first responsibility is to work with an administrator from a regional hospital. The hospital administrator raises several concerns regarding the Protecting the Unborn From Drug Abuse act. You are asked to create a three-page memo for the hospital administrator in Microsoft Word, which will then be distributed to appropriate hospital personnel. In the memo, you need to share what are the benefits and weaknesses of the bill addressing likely medical, psychological, and sociological outcomes.
Lastly, you are asked by the hospital administrator to discuss the prominent ethical concerns related to the new policy.
2 / · Why are Some Drugs Abused
· Absorption and Distribution
· Metabolism and Elimination / Doweiko
Chapter 3
Chapter 6 / Discussion Questions:
1. Bobby Jenkins is a high school senior and is an outstanding student and athlete. He pushes himself hard, as do his parents, to be successful.
Things, however, are different for two of his brothers. Bobby’s elder brother, Scott, wasn’t involved in sports nor was he a strong student. Their parents believe that Scott’s lack of drive and excessive free time led to his recreational use and subsequent abuse of alcohol and marijuana. They are concerned that if Bobby doesn’t stay focused on tangible goals, he may develop a substance abuse problem similar to his elder brother.
In addition to this, Bobby’s parents also rely on him to help take care of Daniel, his younger brother, who suffers from mild mental retardation.
Bobby often feels that he is doing too much and is missing out on his youth. To even Bobby’s surprise, he made an impromptu visit to the school counselor and shared that he faces a hard time staying focused during the day and has a difficult time falling asleep at night. The counselor suggested that Bobby consult his family doctor and consider being tested for Attention Deficit Hyperactivity Disorder (ADHD). He should then try a doctor-prescribed sleeping aid. Bobby didn’t want to worry his parents, but he did follow through with the counselor’s advice.
a. According to the medical model of substance abuse, there are variety of risk factors for the initiation and maintenance of abused substances. Which specific factors in Bobby’s life do you think can put him at risk for drug abuse problems? What familial factors may contribute to him being at risk? Lastly, describe ways for reducing Bobby’s substance abuse risk.
b. Review and critique the work of at least two other students at the discussion board.
2. The route of administration causes a tremendous impact on the abuse liability of drugs. In many cases, the route of administration supersedes efficacy in predicting the ability of a drug to produce dependence and addiction.
For example if nicotine is consumed orally in the form of a drink and caffeine is smoked in the form of a cigarette, then caffeine would be an addictive drug and nicotine would be a mild stimulant with the potential to produce dependence. Therefore, the route of administration creates a profound impact on the likelihood of a drug being abused.