ADDN 1410 Section 60 1 Credit Hour
Class Time: .Thursday, 5:00 - 6:50 p.m. Bldg/Rm: PS 315 8/31/06 through 10/19/06
Instructor: Bernie Strand, MSW, LCSW, LAT
400 East 15th Street (Office hours by appointment)
(w) 266-5439 or 265-3482 (c) 421-3226 (h) 235-5928 (e-mail) firstname.lastname@example.org
Course Description: This course provides an introduction to the differential nature of addictions
in adolescents, including biopsychosocial components, and an overview of developmental and
practice theories and socioeconomic and cultural issues that are unique to children who abuse
alcohol and other drugs. Current and recommended treatment approaches will be explored as well
as the role of family, peer relationships, and psychological disorders in the emergence and
continuation of addictions in adolescents.
Course Objectives: Upon completion of this course, students will be able to:
1. Appreciate the unique qualities of an adolescent’s addictive experience.
2. Examine current approaches to treatment of adolescent addicts and suggest future
3. Understand the correlation between biopsychosocial issues and the addicted
behavior of young people.
4. Advocate for sensitive and comprehensive prevention, intervention, treatment, and
aftercare for adolescents struggling with alcohol and other drug abuse.
Course Format: Instructional methods for ADDN 1410 provide an interactive learning
environment in which each student gains from the input and experiences of others. Lectures,
guest speakers, video tape material, class discussions, small group exercises, tests, and out-of-
class assignments are among the growth-producing endeavors that may be included in this course.
Students are encouraged to help create an optimal learning experience for themselves and their
classmates through their own active participation.
Evaluation Criteria: Your grade will be based on attendance, class participation, successful
completion of all assignments given, and quizzes.
Attendance/Participation …………………….… 30 (10 points per class)
Out of class assignment/presentation to class..… 70
Test (two worth 50 points each or one worth 100) 100
200 possible points
Grade based on 200 total points: 180-200 (90%-100%) A
160-179 (80%- 89%) B
140-159 (70%- 79%) C
120-139 (60%- 69%) D
Under 120 (59% or less) F
Please note that attendance, participation, presentation to the class, and quizzes make up the bulk
of your grade in this course. Since there is no text book for this class, exam material is taken from
lectures and guest speaker presentations. Thus, it is imperative that you attend every class
meeting. If an emergency arises, and attendance is impossible, please contact the instructor. The
instructor MAY offer an alternative exam date in extreme situations. No make-up work will be
allowed unless this contact occurs.
Required Text: There is no textbook for this class. Your reading assignments will be in the form
of relevant articles from a variety of sources. These will be provided to the student, on reserve at
the college library, or available through the internet.
If you have a disability that requires accommodations, please see the instructor. In addition,
please check the Casper College Student Handbook for further discussions of your rights and
Course Schedule: Content Outline:
WEEK 1: 8-31-06 Course Introduction
WEEK 2: 9-7-06 Prevention, Treatment, Recovery
WEEK 3: 9-14-06 Biopsychosocial Perspectives
WEEK 4: 9-21-06 Independent work / Quiz
WEEK 5: 9-28-06 Family Dynamics
WEEK 6: 10-5-06 Challenges to Recovery / Problem Ownership
WEEK 7: 10-12-06 Student Presentations
WEEK 8: 10-19-06 Final Quiz
Description of Assignments:
IN CLASS ACTIVITIES - Periodically, throughout the course, you will be asked to participate
in several in-class, small group discussions or activities that pertain to that week’s topic and
report to the class. Please feel free to draw on relevant personal experiences and briefly share
these with classmates as this enhances the interactive learning experience.
OUT OF CLASS ASSIGNMENTS - This assignment involves exploring resources in our
community for timely, relevant information on topics related to adolescent users of alcohol and
other drugs. Examining resources available around us will allow you to recognize the relevance
of what you learn in this class to real-world situations. Be creative and thorough. Students will
present a brief, 5-minute report to the class about their chosen assignment. This is an informal
discussion of their topic, relevant insights, and its relevance to adolescents. Grading on this
assignment will be based on the student’s familiarity with the topic, their ability to give both
comprehensive overview as well as highlight the main ideas or controversies related to the issue.
Students are expected to solicit and address questions and comments from their peers, and to
convey a professional presentation despite the informal nature of the assignment. (This exercise is
similar to patient staffing meetings, multidisciplinary team meetings, and family decision making
conferences that may be encountered when working with adolescents and their families.) Sign-up
times are allotted on a “first-come-first-served” basis. Students are expected to negotiate with
their peers if there is a schedule conflict that prevents them from presenting at the times available.
Select ONLY ONE of the following options:
1-) Observe adolescents in Alcoholics Anonymous or Narcotics Anonymous meetings. Notice
how many young people are present, whether they are males or females, and how they are treated
by the other attendees. Comment on the sensitivity the group demonstrates to issues unique to
adolescents and justify with examples. State whether or not you would refer a recovering
adolescent to this group and justify your decision. At all times, respect the confidential nature
of AA and NA meetings. Do not record or take notes during the meetings EVER. Avoid use
of names. Information should be presented in a generalized way to protect the identity of
those attending. Unless you are a recovering addict, attend only open meetings. For the
purpose of this assignment, please observe only, rather than participating in the group. It is
perfectly fine to introduce yourself by saying, “My name is (first name only), and tonight I’d just
like to listen.” Your further participation in the group may skew its naturally occurring dynamics.
Report to the class what you have observed.
2-) Interview one therapist whose client population includes adolescent substance abusers about
which issues are relevant, frustrations or satisfactions with the current system and resources, and
suggestions for a new practitioner in the field.
3-) Visit an inpatient treatment facility that offers services to adolescent substance abusers. What
features and program content impressed you? Were there difficulties you encountered or other
observations that surprised you? Comment on your interactions with staff and their attitudes
toward adolescent substance users.
4-) Choose an article about adolescents and a specific drug. (Clear your title with the instructor so
there is no duplication of reports.) Use only sources published since 2003. The article must be
more than one magazine page, more than 6 paragraphs long from an internet source, or more than
6 column-inches in length from a newspaper. (If you use an internet source, be sure a reputable
agency, organization, or author publishes them.) Inform the class of the highlights in the article,
and relate what the experts seem to say about the issue. What questions were not answered in the
article, and what would you have written about if you had been the author?
5-) Talk with one recovery support service provider whose target population includes adolescents
struggling with substance use. What challenges do their clients face. What does this provider
offer? What is missing from the current system of services? Whose responsibility is it to fill in the
6-) Watch one movie that depicts an adolescent’s struggle with alcoholism or addiction. (Clear
your title with the instructor so there is no duplication of reports.) What stereotypes does
Hollywood propagate? Where is the depiction a more accurate reflection of the actual experiences
of young people who are addicts and alcoholics? What seems accurate and what seems unrealistic
in the portrayal? What conclusions about adolescent alcoholics or addicts might the general
public draw based on this depiction? (Option: Select a movie made over 30 years ago. In addition
to the above questions, address the following: What stereotypes were depicted about young
addicts and alcoholics that we now know are inaccurate? What did they get right?
There are 100 points from quiz(es) and the format includes true/false, multiple choice, matching,
and fill in the blanks. Quiz results are worth half of your grade (100 points). The quiz(es) are
comprehensive, including any information provided in the class including the handouts, up to and
including the day of the test.