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Session: 2022/23
Last modified: 07/07/2022 14:42:27
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Title of Module: Contemporary Responses to Substance Use |
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Code: CDAS11006 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | tbc
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| Summary of Module |
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Contemporary Responses to Substance Use examines multiple approaches and perspectives on treatment and interventions used in relation to problematic substance use. The module examines responses from medical, criminal justice, public health, social and community models. Themes are considered across Scottish, European and International contexts. Sociodemographic characteristics such as, occupational class, gender and age are explored providing students specialist knowledge of traditional, contemporary and innovative approaches to managing problematic substance use from a variety of social and geographic contexts. Topics explored include approaches to prevention and harm reduction, therapeutic responses, cognitive-behavioural and motivational approaches, community and peer led methods and the often contested concept of recovery. Pharmacological interventions are considered in the context of harm reduction, relapse prevention and recovery. Interventions are considered in the overarching policy and practice aims of reducing the negative consequences of substance use.
The evidence that supports different approaches and responses forms an important element of this module, allowing students to critically evaluate the evidence base on which such interventions, policies and practices rest. Treatment outcomes and follow-up studies are investigated in order to consider the effectiveness of strategies that respond to the wide ranging impacts on health, offending, family, child protection, employment and community issues associated with substance use.
- Consider a range of responses to substance use
- Consider the evidence for the effectiveness of responses
- Harm reduction and preventive responses
- Treatment and treatment outcomes
- Perspectives on recovery
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate critical understanding of the differing perspectives on substance use.
L2.
Critical understanding of the effectiveness of secondary prevention/harm reduction responses to substance use.
L3.
Critical understanding of behaviour change processes and the role and effectiveness of treatment interventions in recovery.
L4.
Critical understanding of environmental influences (family, significant others, community) on behaviour change and recovery. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 11.
Demonstrate a critical understanding of specialised theories, principles and concepts.
Extensive detailed and critical knowledge in specialist areas.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Use a range of specialised techniques/methods which are at the forefront of developments.
Use a significant range of principal skills associated with problem substance use issues.
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| Generic Cognitive skills |
SCQF Level 11.
Apply critical analysis, evaluation and synthesis to issues which are at the forefront or informed by developments at the forefront of a subject/discipline.
Develop original and creative responses to problems and issues.
Critically review, consolidate and extend knowledge, skills practices and thinking in the substance misuse field.
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Communicate, using appropriate methods with a range of audiences.
Making effective use of information retrieval systems and use information technology applications to access and present documents in an appropriate form.
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
Working effectively in groups or teams.
Substantial autonomy and responsibility in professional and equivalent activities.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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Teaching and learning sessions include short lecture inputs linked to small group discussion and exercises in order to both provide information and evidence as well as to engage the student group, some of whom will have relevant practical experience. There is a strong collaborative element to learning.
Learning and teaching will consist of short lectures (recorded on moodle for distance learners and campus learners to access), reflective discussion,groupwork,feedback and presentations.
Distance learners have access to the recorded lectures, discussion boards accessable to all, exercises and activities. All students have regular tutor contact/access. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 36 |
| Independent Study | 140 |
| Tutorial/Synchronous Support Activity | 24 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Babor T et al 2018 Drug Policy and the Public Good. OUP. Oxford,
Babor 2017 Alcohol: no Ordinary Comodity. Oxford UP
Scottish Government 2018 Rights Respect and Recovery. Scottish Govt. Edinburgh
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/ |
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Supplemental Information
| Programme Board | Social Sciences |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | PG Social Sciences |
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| Moderator | A O'Gorman |
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| External Examiner | L Williams |
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| Accreditation Details | |
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| Version Number | 2.02 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assignment 1 - Report of practical/field/clinical work: A reflective report following participation in a group debate on Responses to Substance Use (40%) |
| Assignment 2 - Presentation: Presentation based on given service user case study. (60%) |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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