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Session: 2022/23
Last modified: 21/03/2022 13:11:20
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Title of Module: Psychological Interventions for Addiction |
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Code: POAB11004 |
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: | A
Parke |
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| Summary of Module |
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This module will introduce the core evidence-based psychological approaches for addressing addiction disorder within an individual. The module will commence by introducing the foundational principles of the therapeutic relationship. Addiction interventions based on Social Psychology (Motivational Enhancement Therapy), Behavioural Psychology (Exposure Therapy, Acceptance and Commitment Therapy) and Cognitive Psychology (Cognitive Behavioural Therapy) will be introduced and critically evaluated in the context of evidence. Furthermore, the role of pharmacological interventions in mitigating addiction-related harm will be examined in terms of efficacy. A core aspect of this module will be tuition regarding ethical procedures when interacting with at risk and vulnerable individuals in a research or clinical capacity.
This module will develop the following graduate attributes:
Emotionally Intelligent
Ethically-minded
Critical Thinker
Knowledgeable
Research-minded
Socially responsible
Transformational
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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.
Propose application of evidence-based psychological interventions to individual cases of addiction
L2.
Engage in ethical practice when interacting with vulnerable populations in research and therapeutic contexts
L3.
Demonstrate awareness of the value of psychopharmacological interventions in treating Addiction Disorder
L4.
Design and integrate complimentary psychological therapeutic models to address Addiction Disorder |
| 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.
Knowledge of core evidence-based psychological approaches to treating Addiction Disorder.
Critical awareness of the effectiveness of evidence-based psychological approaches to treating Addiction Disorder.
Understanding of integrative approaches to treating Addiction Disorder.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Proposing application of evidence-based Addiction Disorder treatments to individual contexts.
Proposing ethical research designs for Addiction-related research.
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| Generic Cognitive skills |
SCQF Level 11.
Critical evaluation of existing psychological treatment approaches.
Ability to propose appropriate application of evidence-based treatments for Addiction Disorder.
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Ability to compose robust written arguments supported by critically evaluated evidence. |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Ability to engage in critical discussion with peers in group settings.
Ability to propose self-generated solutions to practical tasks.
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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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| Lectures will be used to introduce and examine evidence-based psychological approaches to treating Addiction Disorder. Students will be required to engage in substantial independent reading to consolidate and extend knowledge from lectures. Seminars will focus on developing ethical awareness and practical skills in relation to engaging with at risk and vulnerable populations in research and therapeutic settings. |
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 | 12 |
| Tutorial/Synchronous Support Activity | 24 |
| Independent Study | 164 |
| 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:
Davis, P., Patton, R. & Jackson, S. (2017). Addiction: Psychology and treatment. Chichester, West Sussex, Wiley.
Knapp, S. J., Gottlieb, M. C., Handelsman, M. M., & VandeCreek, L. D. (2012). APA handbook of ethics in psychology, Vol 2: Practice, teaching, and research. Washington: American Psychological Association.
Miller, P. M. (2009). Evidence-based addiction treatment. London: Elsevier.
Recommended Reading:
DiClemente, C. C. (2018). Addiction and change: How addictions develop and addicted people recover. New York: The Guilford Press.
Shaffer, H., LaPlante, D. A., & Nelson, S. E. (Eds.). (2012). APA handbooks in psychology: APA addiction syndrome handbook, Volume 2. Recovery, Prevention, and Other Issues. American Psychological Association. https://doi.org/10.1037/13750-000
Recommended journals including but not limited to:
Addiction Theory and Research; Addiction; Psychology of Addictive Behaviors; Journal of Behavioral Addictions; Addictive Behaviors, Journal of Contextual Behavioral Science.
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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 full-time 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 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 | Psychology & Social Work |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Psychology |
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| Moderator | L Troup |
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| External Examiner | A Harris |
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| Accreditation Details | |
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| Version Number | 1.01 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Ethical Research Proposal. Assessment requires a 2000 word written ethical application. (50% of Module Mark). |
| Case Report. Assessment requires a 2000 word report applying theory to a case. (50% of Module Mark). |
(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/
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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