Lecture: 4 hours/week
In this course, students engage in a variety of learning activities such as lecture, discussion, group work, case studies and presentations.
- Social, economic, and community impacts of substance use
- Psychopharmacology, brain function, trauma, and behavioural effects of substances
- Theoretical perspectives on substance use at individual, family, and community levels
- Colonialism, capitalism, racism, and systemic oppression in relation to substance use
- Indigenous perspectives, culturally based healing practices, and resilience
- Intersections of gender, culture, age, sexuality, poverty, and substance use
- Prevention strategies across micro, mezzo, and macro levels of practice
- Treatment models including harm reduction, medical, and alternative approaches
- Counselling frameworks and culturally responsive social work practice
- Social policy, service systems, and advocacy related to substance use
Upon successful completion of this course, students will be able to:
- Evaluate personal reactions, values, and potential biases related to substance use;
- Examine recent developments in brain and drug research in relation to the physiological impacts of trauma and oppression;
- Explain how colonialism and other systemic, structural, and interpersonal forms of racism contribute to substance use;
- Critically analyze the intersections of poverty, gender, culture, and other social factors related to substance use;
- Demonstrate understanding of Indigenous healing practices and resilience, as they relate to substance use;
- Compare different treatment approaches, including harm reduction strategies, the medical model, and alternative approaches to care;
- Evaluate government policies and service responses to substance use locally and in broader contexts;
- Identify strategies to advocate for equitable and culturally responsive approaches to substance use prevention, treatment, and policy.
Assessment will be based on course objectives and will be in accordance with the Douglas College Evaluation Policy. 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 Instructor Course Outline. This is a letter-graded course.
Typical means of assessment include the following:
- Written papers
- Presentations
- Projects
- Exams
- Participation
- Attendance
Textbooks and materials are to be purchased by students. A list of required textbooks and materials is provided for students at the beginning of the semester.
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