Course description
In this course, students will critically explore various theoretical perspectives on substance use using an anti-racist, anti-oppressive and anti-colonial lens. Particular attention is given to applying harm reduction frameworks. Students will examine how systemic inequities—including those related to race, class, gender, and colonial histories—shape experiences of addiction and access to support. Through critical self-reflection, students will explore their own values, biases and assumptions about substance and consider how that impacts their practice with young people.
Course content
The following global ideas guide the design and delivery of this course:
- An awareness of the interconnection of addiction with other risk factors (including homelessness, poverty, mental health, criminal justice involvement, physical health, and family and community connection) results in a creative, collaborative, and human response by practitioners.
- Making sense of complex and contradictory information within the field of addictions requires integrating knowledge of theoretical foundations with one’s own experiences, values, and beliefs.
- Understanding substance use involves holistic examination of individuals within their social contexts, including biological, psychological, social, and spiritual risk and protective factors.
- Addressing substance use concerns involves recognizing the signs of substance use, utilizing the principles of motivational interviewing, and being aware of the continuum of care for persons using substances to refer to appropriate services.
- Addiction is a social construct and although the term is widely used, there is a lack of agreement in how addiction is defined, what leads to addiction, how addiction is maintained, and the options for treating addiction.
- Harm reduction approaches to substance use promote autonomy, self-determination, and human dignity.
Means of assessment
This course will conform to Douglas College policy regarding the number and weighting of evaluations.
Typical means of evaluation will include a combination of:
- Written assignments
- Journals
- Class presentations
- Examinations
- Class participation
This is a letter-graded course.
Instructors may use a student’s record of attendance and/or level of active participation in a course as part of the student's graded performance. Where this occurs, expectations and grade calculations regarding class attendance and participation will be clearly defined in the course outline.
Learning outcomes
Upon successful completion of this course, the student will be able to:
- Compare and contrast various theoretical perspectives on substance use and apply a holistic, integrated approach to understanding processes of harm reduction.
- Illustrate their own learning, experiences, values, and beliefs about substance use and identify how to manage their preconceptions and build rapport with the people they serve.
- Explain the process of intentional change and explain how a skilled youth worker would support this process.
- Describe the continuum of care for persons using substances and knowledge of available local resources existing along the continuum.
Textbook materials
Textbooks and materials are to be purchased by students. A list of required textbooks and materials are provided for sutdents at the beginning of the semester.