Module Database Search
MODULE DESCRIPTOR | |||
---|---|---|---|
Module Title | |||
Addiction and Substance Use in a Range of Contexts | |||
Reference | NU3996 | Version | 2 |
Created | September 2020 | SCQF Level | SCQF 9 |
Approved | June 2018 | SCQF Points | 15 |
Amended | January 2021 | ECTS Points | 7.5 |
Aims of Module | |||
---|---|---|---|
To facilitate the student to explore practice and innovative collaborative approaches to the care, treatment and support of people with addiction or substance use issues, their families and/or carers. |
Learning Outcomes for Module | |
---|---|
On completion of this module, students are expected to be able to: | |
1 | Appraise contemporary policy, legislation and collaborative care, support and treatment models relating to addiction and substance use. |
2 | Analyse cultures and practices for impact on the experiences and outcomes of people with addiction or substance use issues and their families and/or carers. |
3 | Appraise a range of assessment methods and interventions. |
4 | Discuss the efficacy of strategies for addressing professional, ethical and legal challenges relating to addiction and substance use. |
Indicative Module Content |
---|
Relevant evidence policy, legislation, care, support and treatment models; Recovery models & pathways; Relevant contexts & settings; Impact, e.g. on family (children/parents), employment; Addiction & substance use across the life span; Wider issues e.g. ethics, co-morbidity, physical health, access, prevention, vulnerability and safety, trauma, stigma; Screening & assessment e.g. specific risk assessment, SODQ, SADQ; Interventions e.g. brief interventions, CBT, 12-step Minnesota model, harm reduction, trauma informed interventions; Inter-professional, inter-agency working, health & social care integration, public health. |
Module Delivery |
---|
This module will be delivered using a blend of teaching methods including both face-to-face and online tutorials and asynchronous online activities hosted on CampusMoodle. |
Indicative Student Workload | Full Time | Part Time |
---|---|---|
Contact Hours | N/A | 18 |
Non-Contact Hours | N/A | 132 |
Placement/Work-Based Learning Experience [Notional] Hours | N/A | N/A |
TOTAL | N/A | 150 |
Actual Placement hours for professional, statutory or regulatory body |   |   |
ASSESSMENT PLAN | |||||
---|---|---|---|---|---|
If a major/minor model is used and box is ticked, % weightings below are indicative only. | |||||
Component 1 | |||||
Type: | Coursework | Weighting: | 100% | Outcomes Assessed: | 1, 2, 3, 4 |
Description: | Written assignment. |
MODULE PERFORMANCE DESCRIPTOR | |
---|---|
Explanatory Text | |
The summative assignment will be a written essay based on a given case study. | |
Module Grade | Minimum Requirements to achieve Module Grade: |
A | C1 = A |
B | C1 = B |
C | C1 = C |
D | C1 = D |
E | C1 = E |
F | C1 = F |
NS | Non-submission of work by published deadline or non-attendance for examination |
Module Requirements | |
---|---|
Prerequisites for Module | None, in addition to course entry requirements. |
Corequisites for module | None. |
Precluded Modules | None. |
INDICATIVE BIBLIOGRAPHY | |
---|---|
1 | ADVISORY COUNCIL ON THE MISUSE OF DRUGS (ACMD), 2015. Prevention of drug and alcohol dependence: briefing by the Recovery Committee. London. ACMD. |
2 | BOWER, M., HALE, R. and WOOD, H., eds., 2012. Addictive states of mind. (The Tavistock Series). London: Karnac Books. |
3 | DOUAIHY, A. and DRISCOLL, H.P., 2018. Humanizing addiction practice. Cham: Springer. |
4 | McKENDRY, S., 2016. Critical thinking skills for healthcare. 5th ed. Chatswood: Elsevier. |
5 | McMURRAY, A. and CLENDON, J., 2015. Community health and wellness: primary health care in practice. 5th ed. Chatswood: Elsevier. |
6 | MOSHER, C.J. and AKINS, S.M., 2014. Drugs and drug policy: the control of consciousness alteration. 2nd ed. Chatswood, NSW: SAGE Publications Ltd. |
7 | SCOTTISH GOVERNMENT, 2014. The quality principles: standard expectations of care and support in drug and alcohol services. Edinburgh: Scottish Government. |