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Substance Abuse & Reducing Strategies For Women And Children

Substance Abuse & Reducing Strategies For Women And Children

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Substance Abuse

Developmental theories, as discussed previously, seek to describe the psychological, emotional, and perceptual changes people undergo during their life span. As such, these theories attempt to identify key developmental stages and the changes that might occur. For example, the transition to college frequently involves a search to define oneself in the context of the larger world and an interest in both cultural and intellectual exploration. As part of this process, students participate in new social interactions and may be exposed to increased opportunities to participate in substance use and other high-risk behaviors. Developmental theories attempt to provide points which explain healthy and unhealthy behaviors that individuals choose. This week you examine how theories may account for substance abuse in girls and women.

For this Discussion, review the week’s Learning Resources and choose a type of substance abuse (i.e., alcohol, tobacco, illegal drugs, or prescription drugs). Research girls’ and women’s use of the substance and consider how developmental theory accounts for effects of this substance abuse. Also consider theory-based interventions you might apply to these effects.

With these thoughts in mind:

Post by Day 4 the substance abuse you selected. Describe two immediate and two long-term effects of abuse of this substance. Explain how developmental theory accounts for the type of substance abuse you selected in adolescent and adult females. Finally, explain one theory-based intervention that may be used with adolescent or adult females to mitigate the long-term effects you described.

Be sure to support your postings and responses with specific references to the Learning Resources.

READINGS

  • The National Center on Addiction and Substance Abuse. (2006). Pathways to substance abuse among girls and women. Women under the influence (pp. 1–17, 203–216). Baltimore, MD: John Hopkins.
  • Fang, L., Schinke, S. P., & Cole, K. C. (2009). Underage drinking among young adolescent girls: The role of family processes. Psychology of Addictive Behaviors, 23(4), 708–714.
    Retrieved from the Walden Library databases.
  • Lehavot, K., & Simoni, J. M. (2011). The impact of minority stress on mental health and substance use among sexual minority women. Journal of Consulting and Clinical Psychology, 79(2), 159–170.
    Retrieved from the Walden Library databases.
  • McCrady, B. S., Epstein, E. E., Cook, S., Jensen, N. K., & Ladd, B. O. (2011). What do women want? Alcohol treatment choices, treatment entry and retention. Psychology of Addictive Behaviors, 25(3), 521-529.
    Retrieved from the Walden Library databases.
  • Patrick, M. E., Schulenberg, J. E., O’Malley, P. M., Maggs, J. L., Kloska, D. D., Johnston, L. D., & Bachman, J. G. (2011). Age-related changes in reasons for using alcohol and marijuana from ages 18 to 30 in a national sample. Psychology of Addictive Behaviors, 25(2), 330–339.
    Retrieved from the Walden Library databases.
  • Squeglia, L. M., Spadoni, A. D., Infante, M. A., Myers, M. G., & Tapert, S. F. (2009). Initiating moderate to heavy alcohol use predicts changes in neuropsychological functioning for adolescent girls and boys. Psychology of Addictive Behaviors, 23(4), 715–722.
    Retrieved from the Walden Library databases.
  • Webb, L. (2009). Counting girls out: A review of suicide among young substance misusers and gender difference implications in the evaluation of risk. Drugs: Education, Prevention & Policy, 16(2), 103–126.
    Retrieved from the Walden Library databases.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score. Substance Abuse & Reducing Strategies For Women And Children

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Substance Abuse & Reducing Strategies For Women And Children

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Substance Abuse & Reducing Strategies For Women And Children

 

Substance Abuse & Reducing Strategies For Women And Children