DRUG ADDICTION (PSYCHOLOGY 451) Course Objectives, Organization, & Requirements Copyright 2014 Dr. Michael A. Bozarth, Department of Psychology, State University of New York at Buffalo
Dec 16, 2015
DRUG ADDICTION(PSYCHOLOGY 451)
Course Objectives, Organization, & Requirements
Copyright 2014 Dr. Michael A. Bozarth, Department of Psychology, State University of New York at Buffalo
The study of addiction involves three core disciplines . . .
Motivational Psychology
Behavioral Neuroscience
Psycho-pharmacology
DrugAddiction
Learning Objectives
Attitude & Subjective Appraisal Concepts & Terminology Analytical Methods Factual Knowledge
Overall objective is to develop a fundamental understanding of drug addiction with an emphasis on depth rather than breath of knowledge
(Detailed and specific course objectives are listed on the course syllabus.)
Course Content
Overview of fundamental concepts Detailed examination of two
prototypical drug classes psychomotor stimulants (e.g., cocaine) opiates (e.g., heroin)
Emphasis on biological mechanisms Possible generalization to some other
addictive drugs
Course Content (cont.)
Not covered in the course many psychoactive drugs
marijuana MDMA (ecstasy) hallucinogens alcohol nicotine & caffeine
diagnosis & treatment of addiction possible nonchemical “addictions”
The course is divided into three main learning modules
Module-1: Essential Background for the Study of Addiction Phenomenology of drug addiction Key concepts fundamental to understanding
addiction Drug action and classification
Module-2: Theories of Addiction and Methods of Scientific Study
Module-3: Biological Basis of Drug Addiction
Background & Prerequisites
General Psychology conditioning & learning theory biological mechanisms of behavior social factors involved in behavior clinical psychology & personality theory
Research Methods & Statistics experimental design principles of scientific inference
Biopsychology or Behavioral Neuroscience Survey course/module on Drug Abuse or
equivalent background is very helpful
Instructional Format
Assigned readings (primary learning ‘tool’) Online podcasts & lecture slides (mandatory
assignment) Lectures (primarily Q & A with mini lectures) Discussions (limited to main themes & implications) Some videos (introductory case studies) Class attendance essential but not mandatory Internet & UBlearns access mandatory Participation in UBlearns Discussion Boards is highly
recommended Will be using a modified “flipped classroom” approach
for most of the course
Modified “Flipped-Classroom” Approach
Combines elements of the “flipped classroom” with traditional programmed instruction
Read the assigned text Listen and view the audio/slide presentations Question and discuss the material
attending in-class Q & A sessions and mini-lectures using the online discussion forums
Test comprehension on short learning units Review material for the entire thematic module Evaluate understanding with major in-class
examEvaluate overall comprehension with final examination
Readings
Textbook installments available at Jacob’s Copy Center throughout the semester availability announced in class chapter study guides are available online readings should be completed before class meeting
Podcasts & lecture slides available on UBlearns Other online material available through UBlearns
and from the Addiction Science Network website Reserve list at UGL may be used Student is responsible for ‘mastering’ the material
and asking questions for clarification
Course Grade Based on three exams (20% each) administered
during regularly scheduled class periods grades are not “curved” but based on absolute
grading criteria (A- = 90%, B- = 80%, etc.) exams are allotted the full class period exams typically 75 to 90 objective-type questions exams are somewhat ‘speeded’ like the GREs
Online quizzes (10% total, minimum 10 quizzes) Comprehensive final exam (30% or 75% of the
overall course grade, performance based)
Grade assignment from the instructor’s point of view: “C-level” students demonstrate a basic
competency in the subject matter being able to explain where and how prototypic addictive drugs work to produce an addiction
“B-level” students are able to explain how scientists know this to be true citing pertinent empirical evidence
“A-level” students can defend this position in a lively debate against and ‘educated’ opponent
Term Exams (3 x 20%) major emphasis on readings and lecture
material but material discussed in class may also be included as well as material from the Discussion Boards
make-up exams allowed only under exceptional circumstances and with prior approval of the instructor and must be accompanied by verifiable written documentation for the absence
Quizzes (10%) major emphasis on online lecture material
(i.e., podcast & slide content) but may also include material from the assigned readings
make-up quizzes not allowed once begun must be completed within the time
allotted open book/open note but insufficient time
allowed for looking up some answers scores from the lowest two quizzes will be
dropped from the grade computation which includes exams not completed because of student or technical errors
Final Exam (30% or 75%) comprehensive exam covering the entire course
content (last final exam consisted of 240 questions)
administered during final exams week constitutes either 30% or 75% of the overall
course grade based on individual student performance if the score on the final exam exceeds the average of
the term exams and quizzes, then the final exam will constitute 75% of the overall course grade
otherwise the final exam will constitute 30% of the overall course grade
Course Difficulty This is an upper level (elective) psychology course that places
responsibility for ‘learning’ largely on the student The course becomes progressively more difficult for most students
later concepts build on earlier concepts more material to learn, more difficult reading (e.g., details & level of analysis) more biological orientation
Past course grades average “C+” 40 to 48% “A’s & B’s usually 10 to 14% “A’s” a few students have managed perfect or
near perfect exam scores (even on Exam #3)
60%
70%
80%
90%
Exam #1 Exam #2 Exam #3
Mea
n E
xam
Sco
re
Modified flipped-classroom approach
Workload
Students should expect to spend an average of 6 to 9 hours weekly outside of class meetings on a regular basis throughout the semester and more time in preparation for the exams some students may require considerably MORE
study time depending on their academic ability a few students can perform well with less study
time (better students who could master the basic material in less time tend to be working towards higher grades which necessitates expending comparable time to students struggling just to earn course credit)
It can be done!
A few students have passed a comprehensive exam based on the overall course content with a score of 80% or better after studying the text on their own for two weeks or less and without the aid of the study guides, lecture slides, podcasts, or consultation with the instructor Because of the unique content of this course, they
had no more advanced preparation for the exam than other academically talented (and hard working) students in our department
There is no excuse for failure other than an unwillingness to do the work consistently throughout the semester
Questions???
More detailed information is available in the course syllabus, including specific learning objectives, detailed lecture schedule, and statements on academic integrity and expected classroom behavior
Post general questions regarding course organization and related issues to the appropriate Discussion Board on UBlearns
E-mail confidential questions directly to me with “PSY451” included in the subject heading
What’s the course about???
What does the term “addiction” mean? What drugs are considered addictive by this
definition? What does the term “drug abuse” mean?
What drugs are considered abused by this definition?
What does the term “dependence” mean? What are some examples of dependence?
Common Definitions of Key Terms
addiction: to use compulsively or uncontrollably; to enslave
abuse: to use wrongly or improperly habit: a constant, often unconscious,
inclination to perform some act, acquired through its frequent repetition
addiction liability/potential: the tendency to develop/produce an addiction
Common Definitionsof Key Terms (cont.)
dependence: state of being determined, influenced, or controlled by something else; subordination to someone or something needed or greatly desired; required for normal physiological or psychological function physical/physiologic/physiological psychological/psychic
What’s in a Name?
Compare the course title/subject matter (i.e., Drug Addiction) vs. the National Institute on Drug Abuse
Therein lies the difference—this course is about drug addiction not drug abuse
Key Concept
Addiction potential is a property of . . . the drug? the individual? the situation/circumstances (e.g., social
setting?) The common factor that has been
identified is the drug
Key Concept
Some important characteristic of a drug’s action is critically involved in producing an addition
Attempts to identify personality characteristics, social environment, etc. have been far less successful than identifying common characteristics of drug action
Why Study Prototypic Addictive Drugs?
Determine characteristics of addiction Refine definitions of addiction
typical characteristics defining attributes
Develop scientific understanding of addiction behavioral processes biological mechanisms