NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
|WA CLOCK HRS:
We live in a new era of technology and terminology, one that has created difficulties and boundaries between the common knowledge, language and perception of our students. This world has opened the doors to dangerous drugs; an inevitable problem our student population will face. Dive head first into the vast amount of online and community resources to combat this dynamic problem. Ultimately, teachers will be versed in identifying warning signs and symptoms, facts and myths, slang terms, current trends and prevention techniques. This class will empower teachers who wish to become up-to-date and ready to address drug use within his/her rights as an educator.
This course is appropriate for teachers of all subjects, grades 6-12. Internet access is required.
The required course text book; Drugs & Alcohol Abuse: The Authoritative Guide for Parents, Teachers & Counselors is available on Amazon for $5, used.
LEARNING OUTCOMES: Upon completion of this course, participants will have:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
Text, Drugs & Alcohol: The Authoritative Guide for Parents, Teachers & Counselors, is approximately $5 from Amazon.com Internet access as well as iTunes is required for this course. iTunes is available for free download at www.apple.com/itunes/download
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments.
Assignment #1: Introduction Paper
Assignment #2: When to Start the Conversation
The American Council for Drug Education describes “age appropriate” ways to communicate with our students. http://www.phoenixhouse.org/prevention/when-to-start/
Assignment #3: Why Kids Start
Read Chapter 1 in the required text.
In a 1-2 page response, compare what you have learned from the reading to your initial thoughts/beliefs:
Assignment #4: Fixing What’s Wrong With Drug Education
Listen to one of the following podcast by Jeff Wolfsberg and answer the corresponding questions:
CHOICE 1: Podcast: "Future and Art of Drug Education with Jeff Wolfsberg" (available at link below) (1-2 page response based on the questions below)
CHOICE 2: Podcast: “Fixing What’s Wrong With Drug Education” (e-mail teacher for copy of podcast) (1-2 page response based on the questions below)
Assignment #5: Epidemiology
Research the statistics provided by the US Department of Health & Human Services and/or the CDC, to compare drug use in your home state (or where you teach/want to teach) to other states using the following link(s):
-You may wish to follow Samhsa's links: Substance Abuse>Drug Use Trends. From there: filter for location and time period.
Describe your predictions and reactions to your state’s statistics in each of the following areas for your designated age group (most likely the 12-17 years old. Identify areas of need for your particular state. Write a 2-3 page response.
Assignment #6: The Teacher/Counselor’s Role
Assignment #7: Adolescent Drug Abuse & The Parent’s Role
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you do not have a classroom available to you, please contact the instructor for course modifications. Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments.
Assignment #8: Media Literacy
Although students have access to an unlimited amount of information on drugs and alcohol, much of this information is incomplete or inaccurate.
Assignment #9: Annotated Bibliography
Assignment #10: Talking to Students About…
Assignment #11: Create/Share a Lesson Plan
Use this option if you do not have a classroom available.
Assignment #12: (500 Level ONLY)
In addition to the 400 level assignments, complete one of the following:
C. INTEGRATION PAPER
Assignment #13: (Required for 400 and 500 Level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Write a 350-500 word Integration Paper answering these 5 questions:
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Brian Long, M.A. is a teacher at a public high school. He has earned his B.S.E. in Physical Education as well as his M.A. in health education from the State University of New York at Cortland.
He has served as a member of the C.A.R.E. (Character Alliance Reaches Everyone) Committee and Drug Awareness Coalition in his school district. Brian has created in-service workshops in computer programs and has developed extra curricular intramural programs at his school.
In 2008, Brian was the recipient of the Middle Country Central School Districts SPARC (Special Performance/ Achievement Recognition & Commendation Award) as well as NYSUT’s Community Service Award in 2009.
DRUG EDUCATION FOR TODAY’S TEACHER
Burrow-Sanchez, J. J. & Hawken, L. (2007). Helping Students Overcome Substance Abuse: Effective Practices for Prevention and Intervention. New York: Guilford (24$ Used on Amazon). Unique in its coverage of both prevention and intervention, this book provides evidence-based strategies and ready-to-use tools for addressing substance abuse in middle and high school settings. Readers learn ways to identify students at risk and implement programs that meet a broad continuum of needs--from psycho educational and support groups to individual intervention and referral to community services. Also provided is up-to-date information on the nature of adolescent substance abuse problems, their prevalence, and how they develop. Clearly organized and accessible, the book is designed for optimal practical utility. Special features include illustrative case examples, resources, and reproducible worksheets and forms.
Home Box Office. (2010). Adolescent Addiction. < http://www.hbo.com/addiction/adolescent_addiction/> Informative website created as a supplementary aide for understanding the special “Addiction”. Special features include: “Five Things to Know About Adolescents’ Brain Development and Substance Abuse”, “Teens, the Internet & Illicit Drugs” as well as “Treatment” advice and information. Can be geared towards parents, teachers or students.
Kuhn, C., Swartzwelder, S., and Wilson, W. 1998. Buzzed: The Straight Facts about the Most Used and Abused Drugs from Alcohol to Ecstasy (pp. 29–54). New York: W.H. Norton. The essential, accessible source for understanding how drugs work and their effects on body and behavior. Scientifically accurate and easy to read, this no-nonsense handbook gives the most balanced, objective information available on the most often used and abused drugs, from alcohol, caffeine, and nicotine to heroin, ecstasy, and special-K. It reports both in quick-reference summaries and in depth on how these drugs enter the body, how they manipulate the brain, their short-term and long-term effects, the kinds of "high" they produce, and the circumstances in which they can be deadly.
Milhorn, Thomas, H. Drugs & Alcohol: The Authoritative Guide for Parents, Teachers & Counselors. Da Capo Press, 2003, paperback, 412 pages, ISBN 0306813246 This book is a guide to discovery, assistance and recovery for youth drug and alcohol abusers. It examines the reasons why kids use drugs and profiles drug abusers. The book also looks at the roles of parents, teachers and counselors with youth using drugs.
National Center for Chronic Disease Prevention and Health Promotion, Division of Adolescent and School Health. Healthy Schools: Healthy Youth! July 8, 2010. < http://www.cdc.gov/healthyyouth/index.htm> Leading organization provides the latest health information in various categories: School Health – key strategies to improving Coordinated School Health programs, Health Topics and Data and Statistics, most notably on youth risk behaviors.
Wolfsberg, Jeff, Fixing What’s Wrong With Drug Education, August 27, 2008, < http://jeffwolfsberg.libsyn.com/rss> Host Jeff Wolfsberg discusses what is wrong with drug education from the public school system to college. A mix of research and evidence-based material with a slice of humor!