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Syllabus

Master of Social Work

SSWO 585 – Substance Use: A Social Work Perspective – Fall B 2020

Credits - 3

Description

The focus of this course is to examine issues associated with substance use and the intersection of multiple individual, family, organizational and societal systems that contribute to risk and resilience. We will explore the impact of social exclusion on the way in which substance use disorders are defined, who receives treatment, at what level, and at what cost. Students will learn to identify, through a person-centered, biopsychosocial lens, the strengths and challenges of those who are impacted by substance abuse. Students will develop competency and resources to aid in prevention and intervention with individuals, families, organizations and policy makers.

Materials

Required text

Wormer, K. & Davis, D. (2018). Addiction treatment: a strengths perspective. Boston, MA: Cengage Learning. ISBN-13: 978-1305943308

Sheff, D. (2013). Clean: overcoming addiction and ending America’s greatest tragedy. Boston: Houghton Mifflin Harcourt. ISBN: 978-0547848655

(2014). Drugs and the Brain | National Institute on Drug Abuse (NIDA). https://www.drugabuse.gov/publications/drugs-brains-behavior-science-addiction/drugs-brain 

(Presentation Slides https://d14rmgtrwzf5a.cloudfront.net/sites/default/files/soa_2014.pdf )

Recommended

Vaughn, M. & Perron, B. (2013). Social work practice in the addictions. New York, NY: Springer. ISBN: 9781461453567
http://www.springer.com/us/book/9781461453567

Learning Objectives and Outcomes

School of Social Work Program Outcomes:

Graduates of the UNE SSWO will demonstrate knowledge, skills, and leadership in the following:

  1. Demonstrates ethical and professional behavior.
  2. Advance human rights and social, racial, economic, and environmental justice.
  3. Engage in anti-racism, diversity, equity, and inclusion (ADEI) in practice.
  4. Engage in practice-informed research and research-informed practice.
  5. Engage in policy practice.
  6. Engage with individuals, families, groups, organizations, and communities.
  7. Assess individuals, families, groups, organizations, and communities.
  8. Intervene with individuals, families, groups, organizations, and communities.
  9. Evaluate practice with individuals, families, groups, organizations, and communities.

Course Objectives

Upon successful completion of this course, students will:

  1. Have an understanding and awareness of the etiology and epidemiology of substance use disorders. Program Outcome 6
  2. Have an understanding of the impact of substance use on the family. Program Outcome 2
  3. Develop an awareness and understanding of the impact of cultural values and ethnicity on substance use disorder treatment and recovery. Program Outcome 4
  4. Have an understanding of social policies related to substance use and how these are driven by research, public opinion and media. Program Outcome 4
  5. Familiarize students with various theoretical perspectives on substance use disorders and how these drive the focus of assessment, treatment and recovery.  Program Outcome 6
  6. Develop an understanding of clinical assessment in working with individuals with substance use disorders. Program Outcome 3
  7. Develop self-awareness and begin to challenge their own myths, biases and misunderstanding about individuals with substance use disorders. Program Outcome 4

Assignments

A variety of learning activities are designed to support the course objectives, facilitate different learning styles, and build a community of learners. Learning activities for each module include the following:

Readings and Multimedia

Description: This course will use an array of readings, podcasts, and videos to present the important concepts in the various modules. The readings and media resources provide the foundation and background for student discussion threads, blogs and wikis, and written assignments.

Discussions

Description: An important learning method in this course is student participation and interaction in the discussion threads within each module. Students are expected to participate actively and in a respectful manner. Please refer to Course Policies about participation for a full discussion of expectations.

Writing Assignments, Projects, and Assessments

Description: You will complete one major paper and an interview. There will be case studies for discussion in addition to content discussions, and a reflection journal about your experience with “an addiction”. All written assignments should follow the APA format.

Reflection Journal: (Due in Modules 2, 3, 4, & 8) Beginning in Week 2 you are asked to abstain from a substance or an activity that are routinely part of your life for 17 days. Some things to consider abstaining from could be caffeine, soda, gluten, alcohol, drugs (not prescribed medication), sugar, ice cream, video-gaming, Facebook, nicotine, etc.

Please be aware that if you choose to abstain from a substance that you use heavily (particularly alcohol or other drugs), you may experience withdrawal symptoms. If this is the case, please consider choosing a less toxic substance or activity and/or seek medical attention immediately if you do experience serious withdrawal symptoms.

Your reflective journal entries for Weeks 2, 3, and 4 will provide you with an opportunity to explore what this experience is like for you – the challenges, barriers, responses of family and friends, positive effects, physical awareness, etc.

In Week 8, you will get practice in developing a relapse prevention plan to assist you with facilitating a positive “recovery process” with your abstained substance or activity, something that will be instrumental in helping your clients maintain sobriety and reduce relapse potential. You will want to integrate how the course materials explain or relate to your experience. A minimum of 3 pages is required for the assignment and criteria for substantive submissions must be met for full credit. Please see the assignment directions in Week 8 for a more detailed breakdown of length requirements for the different parts of the assignment. While APA format is not required for journal entries, proper use of references and citation style is expected.

Interview Paper: (Due in Week 4) Solicit an interview with a substance use disorders treatment or prevention professional regarding (as relevant and appropriate) their personal and professional experiences with substance use, abuse, and dependence. Solicit their beliefs, values, and attitudes toward working with individuals with substance use disorders and/or family members. What have they learned along the way? How has their knowledge, understanding, and attitudes changed since they began working in the field? How many years have they been focusing on working with substance use disorders? Ideally, this interview will inform the final substance abuse paper you will be writing in this course.

You will provide a 6-8 paragraph summary of your interview with the professional and summarize your reactions to this interview in light of your learning in this class as well as your own knowledge and experiences. Please refer to the course materials and readings to support your response. For this paper, include 2-3 course materials plus sources from the texts as references. APA format, 5-7 pages.

Final Substance Use Paper (Due in Week 7): This final paper is about a particular area of interest related to substance use issues. Examples of some topics are: an in-depth exploration of a particular population (youth, affected family members, elders, etc.); further exploration regarding epidemiology or etiology of substance use disorders in a particular group or geographic region; an in-depth look at state and federal policies related to substance use disorders (prevention, treatment, criminalization, etc); comparing and contrasting approaches to treatment and recovery, etc. Please include a multi-systemic and multi-level social work perspective.

For this paper, you will first draft a research paper proposal (due in Week 3).

The Paper should include:

  1. Introduction: A concise overview of your topic which integrates the literature. This section should provide a vivid snapshot of the aspect of substance use that you are focusing on and ends with your particular stance regarding the issue. The introduction should be very clear and to the point (up to 1 page).
  2. An analysis of your topic which includes a thorough review of the literature. This section should be a critical analysis of the literature and research and the formulation of your perspective based on the literature and research (4-6 pages, as needed to cover your topic):
  • A review of the literature and varying perspectives (at least 2 different points of view or theoretical lenses) on the topic you have chosen;
  • Any current research (quantitative and qualitative) relevant to your topic;
  • Brief formulation of your perspective on the particular area of substance use you have chosen.
  1. Discussion which includes the following components:
  • Strengths and challenges of current approaches to the issue/topic of your paper.
  • Social work practice implications associated with your topic (1-3 pages, as needed to cover your topic).
  • Social policy implications associated with your topic (1-3 pages, as needed to cover your topic).
  1. Summary: The summary includes a very concise summation of your paper and which leads into a brief, dynamic discussion on the relevance/contribution of your topic on the field of substance abuse. The paper should conclude with recommendations for next steps in addressing the issues raised in your paper (2-4 very tight, focused, organized pages).

The overall paper needs to be very well edited so as to present a well organized, well structured, concise, integrated paper.

Grading and Feedback Method: Grading and feedback methods are listed with each assignment. Please refer to the Learning Modules for more information. Individual rubrics will be provided in the learning modules. Please refer to each module for further detail on grading for participation, course assignments, and the blog.

Weekly Grading and Feedback: The course facilitator will return assignments and other grading items (discussion boards, participation, etc.) to students within three days of the assignment due date. The course facilitator will provide weekly feedback about participation and performance no later than four days after the learning module closes. Feedback can be via email or within the assignment itself.

Due Dates: Due dates for all learning activities are provided in the course’s Learning Modules.

Grading Policy

The School of Social Work uses the following grading system for all courses with the exception of field education courses. Students are expected to maintain a “B” (3.0) average over the course of their study. Students with less than a GPA of 3.0 will be placed on academic probation. Students must have an overall GPA of 3.0 in order to receive their Master’s Degree.

Your grade in this course will be determined by the following criteria:

Grade Breakdown

AssignmentPoint ValuePercentage of Final Grade
Final Substance Abuse Paper (Introduction + Final Paper)330 points (30 points + 300 points)33%
Interview Assignment200 points20%
Discussions320 points (20 pts * 16 discussions)32%
Reflective Journal (Completed in 4 weeks) 150 points (35 pts * 3 entries + 45 pts last entry)15%
Total:1,000100%

Schedule

Course Dates: Wednesday, October 21 – Sunday, December 13, 2020

All assignments are to be submitted by 11:59 p.m. ET on the dates listed within the Learning Modules. 

Week 1: Myths, Bias, Reality: Contemporary and Historical Contexts
Dates: Wednesday, October 21 – Tuesday, October 27

Introduction: Read and Watch

  • Myths of Addiction – Top 10 Myths (and Realities) About Drug Addiction 
  • What is Addiction? 
  • TED: Everything you think you know about addiction is wrong 

Read

  • Textbook: Van Wormer, K. & Davis, D.R. (2018). Preface, Introduction, & Chapters 1 & 2; pp. ix-87.
  • Textbook: Sheff, D. (2013). Preface & Part I (Chapters 1–2), pp. xi-25.
  • Matto, H. C. (2004). Applying an ecological framework to understanding drug addiction and recovery. Journal of Social Work Practice in the Addictions, 4(3), 5-22.
  • What Do People Think They Know About Substance Dependence? (World Health Organization)
  • Smith, E.J. (2006). The strengths-based counseling model. The Counseling Psychologist, 34(1), 13-78.
  • Optional Textbook: Vaughn, M. & Perron, B. (2013). Chapter 1, pp. 3–22.

Listen

  • “Models and Theories of Mental Health Disorders and Addiction”; Episode 175 of the Counselor Toolbox podcast with Dr. Dawn-Elise Snipes. 

Discussions: Experience with SUD, personal myths and biases, media and cultural influence, and expectations for the course; Ethical Dilemma Discussion

Assignment Introductions: Reflection Journal, Substance Abuse Paper, Interview Paper

Week 2: Epidemiology and Etiology
Dates: Wednesday, October 28 – Tuesday, November 3

Read

  • Textbook: Van Wormer, K. & Davis, D.R. (2018). Chapter 3, pp. 89-149.
  • Textbook: Sheff, D. (2013). Part II (Chapters 3-4).
  • NIDA Material: The Science of Addiction
  • Merikangas, K. R., & McClair, V. L. (2012). Epidemiology of substance use disorders. Human Genetics, 131(6), 779-789. doi:10.1007/s00439-012-1168-0
  • NIDA Material: Drug Facts Nationwide trends
  • Results from the Key Substance Use and Mental Health Indicators in the United States: Results from the 2016 National Survey on Drug Use and Health 
  • Optional: Vaughn, M. & Perron, B. (2013). Chapters 2-3, pp. 23-46.

Multimedia

  • The Neurobiology of Drug Addiction: Watch slideshow “The Reward Pathway and Addiction”
  • How Addiction Hijacks the Brain: Read the article

Additional Resources

Discussions: Epidemiology and Etiology; Ethical Dilemma

Assignments: Reflective Journal; Substance Abuse Paper Assignment – Topics; Interview Assignment

Week 3: Screening, Assessment, and Diagnosis
Dates: Wednesday, November 4 – Tuesday, November 10

Read

  • Textbook: Van Wormer, K. & Davis, D.R. (2018). Chapter 7, pp. 295-312.
  • Textbook: Sheff, D. (2013). Part III (Chapters 5–8).
  • NASW Materials: NASW Standards for SW Practice with Clients with Substance Use Disorders
  • SAMHSA Materials: Applying Substance Abuse Confidentiality Regs
  • SAMHSA Materials: Drug Abuse Screening Test (DAST-10), Other Screening Tools
  • PsychCentral: Symptoms of Substance Use Disorders (Revised for DSM-5)
  • Optional Textbook: Vaughn, M. & Perron, B. (2013). Chapters 4–5, pp. 49–86.

Listen and Watch

  • Overview of How to Diagnose Substance Use Disorders Using DSM-5 
  • Substance Use Assessment Series; watch videos 1-5. 
  • 10 Ways to Use Patient Placement Criteria to Improve Treatment-Addiction Counselor Training Series, Episode 192

Discussions: Screening and Treatment Planning Discussion; Reflections on “Clean” Discussion

Assignments: Reflective Journal; Substance Abuse Paper Assignment – Research; Interview Assignment

Assignment Submission: Substance Abuse Paper – Defining the Issue

Week 4: Substance Use Disorder Treatment Across the Lifespan
Dates: Wednesday, November 11 – Tuesday, November 17

Read:

  • Textbook: Van Wormer, K. & Davis, D.R. (2018). Chapter 6 (pp. 246-293), Chapter 8 (pp. 313-351), & Chapter 9 (pp. 353-387).
  • Textbook: Sheff, D. (2013). Parts IV & V (Chapters 9-14).
  • Koehn, C., O’Neill, L. & Sherry, J. (2012). Hope-focused interventions in substance abuse counseling. International Journal of Mental Health & Addiction, 1(3), 441-452.
  • Cooper, S.E. (2018). A primer on college student substance use disorders: screening, assessment, and treatment planning. Journal of College Student Psychotherapy, 32(1), 73-89.
  • Mowbray, O. & Quinn, A. (2016). A scoping review of treatments for older adults with substance use problems. Research on Social Work Practice, 26(1), 74-87.
  • Crits-Christoph, P., Connolly-Gibbons, M.B., Johnson, J.E., & Gallop, R. (2013). Process predictors of the outcome of group drug counseling. Journal of Consulting & Clinical Psychology, 81(1), 23-34.
  • Donovan, D. M., Ingalsbe, M. H., Benbow, J., & Daley, D. C. (2013). 12-step interventions and mutual support programs for substance use disorders: An overview. Social Work in Public Health, 28(0), 313–332. http://doi.org/10.1080/19371918.2013.774663.
  • National Institute on Drug Abuse: What is Drug Addiction Treatment?  
  • National Institute on Drug Abuse: Principles of Drug Addiction Treatment
  • National Institute on Drug Abuse: Substance Abuse Counseling Techniques
  • Treatment Solutions: Substance Abuse Treatment Therapy Models
  • Substance Abuse & Mental Health Services Administration:Treatments for Substance Use Disorders
  • Optional Textbook: Vaughn, M. & Perron, B. (2013). Chapters 6–8 (pp. 87–136), Chapter 11 (pp. 183-195), & Chapter 13 (pp. 213-224).

Watch:

  • Practice Demonstration – Substance Abuse Counseling Video 
  • Substance Abuse Treatment and Group Therapy Video
  • Harm Reduction Therapy for Addictions Video 
  • Optional: Alan Marlatt on Harm Reduction Therapy for Substance Abuse Video

Discussions: Treatment and Recovery; Treatment Approach & Technique 

Assignments: Reflective Journal, Continue working on Substance Abuse Paper

Assignment Submission: Interview Assignment

Week 5: Family Systems: Effects of Substance Use on Family Members
Dates: Wednesday, November 18 – Tuesday, November 24

Read:

  • Textbook: Van Wormer, K. & Davis, D.R. (2018). Chapter 10, pp. 391-430.
  • Gillette, R. Substance Abuse, Codependency, & Family Systems Across Generations: The Bowen System and the Alcoholic/Addict Family. Powerpoint, 62 slides.
  • Smith, D.C. & Hall, J.A. (2008). Strengths-oriented family therapy for adolescents with substance abuse problems. Social Work, 53(2), 185-188.
  • Moe, J., Johnson, J. L., & Wade, W. (2007). Resilience in children of substance users: In their own words. Substance Use & Misuse, 42(2-3), 381-398.
  • Strine, T. W., Dube, S. R., Edwards, V. J., Prehn, A. W., Rasmussen, S., Wagenfeld, M.. . Croft, J. B. (2012). Associations between adverse childhood experiences, psychological distress, and adult alcohol problems. American Journal of Health Behavior, 36(3), 408-423. 
  • Conners, N. A., Bradley, R. H., Whiteside Mansell, L., Liu, J. Y., Roberts, T. J., Burgdorf, K., & Herrell, J. M. (2004). Children of mothers with serious substance abuse problems: An accumulation of risks. The American Journal of Drug and Alcohol Abuse, 30(1), 85-100.
  • NIH Article: Lander, L., Howsare, J., & Byrne, M. (2013). The Impact of Substance Use Disorders on Families and Children: From Theory to Practice. Social Work in Public Health, 28(0), 194–205.
  • Fletcher, K. & MacIntosh, H. (2018). Emotionally-focused therapy in the context of addictions: a case study. The Family Journal: Counseling and Therapy for Couples and Families, 26(3), 330-340.

Watch:

  • Dawn Farm Education Series: Addiction and Families Video or Podcast 
  • SAMHSA Material: Developing a Coordinated Response to Families Affected by Substance Use Disorders 
  • Psychotherapy.net: Couples Therapy for Addictions: A Cognitive-Behavioral Approach with Barbara S. McCrady

Discussions: Effects on the Family; Ethical Dilemma

Assignment: Substance Abuse Paper Assignment – Implications

Week 6: Considerations for Working with Individuals with Co-Occurring (SA and MH) and Process Addictions
Dates: Wednesday, November 25 – Tuesday, December 1

Readings:

  • Textbook: Van Wormer, K. & Davis, D.R. (2018). Chapter 4 (pp. 151-190) and Chapter 5 (pp. 191-242).
  • Textbook: Sheff, D. (2013). Chapters 15, pp. 237-250.
  • SAMHSA TIP 42 Substance Abuse Treatment For Persons With Co-Occurring Disorders, Executive Summary and Chapters 1-5.  
  • Brewer, J. A., Bowen, S., Smith, J. T., Marlatt, G. A., & Potenza, M. N. (2010). Mindfulness-based treatments for co-occurring depression and substance use disorders: What can we learn from the brain? Addiction, 105(10), 1698-1706.
  • McCauley, J. L., Killeen, T., Gros, D. F., Brady, K. T., & Back, S. E. (2012). Posttraumatic stress disorder and Co‐Occurring substance use disorders: Advances in assessment and treatment. Clinical Psychology: Science and Practice, 19(3), 283-304.
  • NCTSN: Understanding Links Between Adolescent Trauma and Substance Abuse
  • Melemis, S. M. (2015). Relapse prevention and the five rules of recovery. The Yale Journal of Biology and Medicine, 88(3), 325-332.
  • NIH website: Bowen, S., Witkiewitz, K., Clifasefi, S. L., Grow, J.,Chawla, N., Hsu, S. H., … Larimer, M. E. (2014). Relative Efficacy of Mindfulness-Based Relapse Prevention, Standard Relapse Prevention, and Treatment as Usual for Substance Use Disorders: A Randomized Clinical Trial. JAMA Psychiatry, 71(5), 547–556.
  • Psychiatry online: Barbara E. Havassy, Ph.D., Jennifer Alvidrez, Ph.D., Amy A. Mericle, Ph.D. (2009). Disparities in use of mental health and substance abuse services by persons with co-occurring disorders. 
  • Karim, R., & Chaudhri, P. (2012). Behavioral addictions: An overview. Journal of Psychoactive Drugs, 44(1), 5-17. doi:10.1080/02791072.2012.662859
  • Giugliano, J. (2006). Out of control sexual behavior: a qualitative investigation. Sexual Addiction & Compulsivity, 13(4), 361-375.
  • Young, K. (2009). Understanding online gaming addiction and treatment issues for adolescents. The American Journal of Family Therapy, 37(5), 355-372.
  • Clark, L., Averbeck, B., Payer, D., Sescousse, G., Winstanley, C., & Xue, G. (2013). Pathological choice: the neuroscience of gambling and gambling addiction. The Journal of Neuroscience, 33(45), 17617-17623.

Multimedia:

  • Trauma and Substance Abuse I: Therapeutic Approaches
  • Trauma and Substance Abuse II: Special Issues
  • “Common Co-Occurring Issues”.  Episode 185 of the Counselor Toolbox podcast with Dr. Dawn-Elise Snipes
  • Optional Special Series – Counseling People with Co-Occurring Disorders: SAMSHA Tip 42, Parts 1-9 (Episodes 296-303) of the Counselor Toolbox podcast with Dr. Dawn-Elise Snipe

Discussions: Integrated Treatment for Co-Occurring Disorders; Process Addiction Interventions

Assignment: Substance Abuse Paper Assignment – Draft

Week 7: The Impact of Addiction on Gender, Sexual Orientation, Ethnicity, Culture, & Socioeconomic Status
Dates: Wednesday, December 2 – Tuesday, December 8

Read

  • Textbook: Van Wormer, K. & Davis, D.R. (2018). Chapter 12 (pp. 473-505) and Chapter 11 (pp. 432-472).
  • Redding, B. (2014). LGBT Substance Use — Beyond Statistics. Social Work Today, 14(4), 8.
  • Hunt, J. (2012). Why the Gay and Transgender Population Experiences Higher Rates of Substance Use. Center for American Progress
  • McCabe, S. E., Bostwick, W. B., Hughes, T. L., West, B. T., & Boyd, C. J. (2010). The relationship between discrimination and substance use disorders among lesbian, gay, and bisexual adults in the united states. American Journal of Public Health, 100(10), 1946-1952.
  • Milligan, K. et al. (2010). Maternal substance use and integrated treatment programs for women with substance abuse issues and their children: a meta-analysis. Substance Abuse Treatment, Prevention, and Policy, 5(21).
  • Substance Use in Women (NIH, NIDA, Drug Facts)
  • NIH Article: Hecksher, D., & Hesse, M. (2009). Women and substance use disorders. Mens Sana Monographs, 7(1), 50–62. http://doi.org/10.4103/0973-1229.42585 
  • SAMSHA Resource: A Provider’s Introduction to Substance Abuse Treatment for Lesbian, Gay, Bisexual, and Transgender Individuals– Read Executive Summary and Overview.
  • Lo, C.C. & Cheng, T. (2011). Racial/ethnic differences in access to substance abuse treatment. Journal of Healthcare for the Poor and Underserved, 22(2).
  • Gainsbury, S. (2017). Cultural competence in the treatment of addictions: theory, practice, and evidence. Clinical Psychology and Psychotherapy, 24, 987-1001.
  • Optional Textbook: Vaughn, M. & Perron, B. (2013). Chapter 12 (pp.199-210) and Chapters 9-10 (pp. 139-178).

Watch

  • Understanding Substance Use Problems and Addictions in WomenVideo. (2010). Presented by Nancy Poole, Government of Alberta.
  • Drug Policy.org: Race and the Drug War Video and read the article on the same page. 

Discussions: Gender Bias, Sexism, Homophobia, and Racism; Culturally-Specific Prevention & Treatment Programs 

Assignment: Final Substance Abuse Paper Submission

Week 8: Policy Considerations & Relapse Prevention in Recovery
Dates: Wednesday, December 9 – Sunday, December 13

Read

  • Textbook: Van Wormer, K. & Davis, D.R. (2018). Chapter 13, pp. 508-532.
  • Sheff, D. (2013). Chapters 16-18, Epilogue, & Appendix, pp. 251-335.
  • A Drug Policy for the 21st Century
  • McCabe, H.A., & Wahler, E.A. (2016). The Affordable Care Act, substance use disorders, and low-income clients: Implications for social work. Social Work, 61(3), 227-233.
  • Volkow, N.D. & Boyle, M. (2018). Neuroscience of addiction: relevance to prevention and treatment. The American Journal of Psychiatry, 175(8), 729-740.
  • Melemis, S. M. (2015). Relapse prevention and the five rules of recovery. The Yale Journal of Biology and Medicine, 88(3), 325-332.
  • Gideon, L. (2010). Drug offenders’ perceptions of motivation: the role of motivation in rehabilitation and reintegration. International Journal of Offender Therapy and Comparative Criminology, 54(4), 597-610.
  • Optional: Thacker, J., & Ward, T. (2010). Relapse prevention: a critique and proposed reconceptualisation. Behaviour Change, 27(3), 154-175.
  • Optional: Relapse Prevention Plan Guides & Examples: How to Write a Bulletproof Relapse Prevention Plan, River Oaks; 5 Critical Components of Successful Relapse Prevention Plans, The Recovery Village; Your Relapse Prevention Plan Guide, Northpoint Washington.
  • Optional Textbook: Vaughn, M. & Perron, B. (2013). Chapters 14-16 (pp. 231-264).

Watch and Listen

  • Relapse Prevention: A Relapse Prevention Plan: Early Warning Signs and Tools of Recovery. Read info on the webpage and watch Relapse Prevention Video
  • Neuroscience of Addiction Video: Directions for the Future 
  • “Recovery-Oriented Systems of Care” Episode 275 of the Counselor Toolbox podcast with Dr. Dawn-Elise Snipes
  • “Relapse Prevention Strategies” Episode 241 of the Counselor Toolbox podcast with Dr. Dawn-Elise Snipes

Discussions: Failed War on Drugs; Relapse and Continuity 

Assignments: Reflective Journal

Student Resources

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Questions? Visit the Student Support Social Work page

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Career Ready Program

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The Career Ready Program provides tools and resources to help students explore and hone in on their career goals, search for jobs, create and improve professional documents, build professional network, learn interview skills, grow as a professional, and more. Come back often, at any time, as you move through your journey from career readiness as a student to career growth, satisfaction, and success as alumni.

Policies

Essential Academic and Technical Standards

Please review the essential academic and technical standards of the University of New England School Social Work (SSW): https://online.une.edu/social-work/academic-and-technical-standards-une-online-ssw/

Turnitin Originality Check and Plagiarism Detection Tool

The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.

Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.

You can learn more about Turnitin in the guide on how to navigate your Similarity Report.

Technology Requirements

Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements

Confidentiality Statement

Student and faculty participation in this course will be governed by standards in the NASW Code of Ethics relating to confidentiality in sharing information from their placement sites and practice experiences. Students should be aware that personal information they choose to share in class, class assignments or conversations with faculty does not have the status of privileged information.

Late Policy

Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.

Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.

Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.

Attendance Policy

8 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Sunday at 11:59 pm ET of the first week of the term. Reinstatement is at the purview of the Dean's Office.

16 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Friday at 11:59 pm ET of the second week of the term. Reinstatement is at the purview of the Dean's Office.

Student Handbook Online - Policies and Procedures

The policies contained within this document apply to all students in the College of Professional Studies. It is each student's responsibility to know the contents of this handbook.

UNE Online Student Handbook

UNE Course Withdrawal

Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.

Academic Integrity

The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.

Academic dishonesty includes, but is not limited to the following:

  1. Cheating, copying, or the offering or receiving of unauthorized assistance or information.
  2. Fabrication or falsification of data, results, or sources for papers or reports.
  3. Action which destroys or alters the work of another student.
  4. Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
  5. Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.

Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.