HLTH12030 - Drugs in Society
Term 1 - 2017


All details in this unit profile for HLTH12030 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

Psychoactive drug use in our society challenges all of us. This unit analyses individual and societal attitudes to psychoactive drug use by exploring the history of its use, drug policy, public health responses and current media issues. It examines why people use psychoactive drugs and the harms associated with drug use in some people in some circumstances and what can be done to minimise that harm.

Details

Career Level Undergraduate
Unit Level Level 2
Credit Points 6
Student Contribution Band 2
Fraction of Full-Time Student Load 0.125

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 1 - 2017
  • Distance

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Written Assessment 40%
2. Written Assessment 60%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
Initially, I though the online study guide had one page. It may be useful to add arrows or inform students that the study guide has a number of pages each week Student Add arrows to the study guide to indicate that there is more than one page to access.
On successful completion of this unit, you will be able to:
  1. Analyse individual and societal attitudes to psychoactive drug use, exploring historical, political, public health and media responses
  2. Examine why people use psychoactive drugs and identify the harms associated with drug use for some people in some circumstances
  3. Evaluate strategies to minimise the harm that may be associated with psychoactive drug use

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3
1 - Written Assessment    
2 - Written Assessment  

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3
1. Communication
2. Problem Solving
3. Critical Thinking
4. Information Literacy
5. Team Work
6. Information Technology Competence
7. Cross Cultural Competence
8. Ethical practice

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Written Assessment
2 - Written Assessment

Prescribed Textbooks

Drug Use in Australian Society
Author/s: Ritter, A., MKing T. Hamilton, M Year: 2013
Edition: Publisher: oxford
City: Melbourne State: Victoria
Country: Australia
View textbooks at the CQUniversity Bookshop

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
  • Zoom
All submissions for this unit must use the Harvard (author-date) referencing style (details can be obtained here), OR American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorCatherine O'Mullan (c.omullan@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

Introduction

Read course profile. Ensure you understand assessment details. Introduce yourself to others on the 'General Discussion' forum. Watch and read content for Week 1. You may wish to post a posting on the discussion forum for this week. Remember it is compulsory for you to show evidence of participation on the Discussion forum in your portfolios

Week 2 13-03-2017

The Context of Drug Use

Check or participate on Discussion Forum. Watch and read content for Week 2.

Week 3 20-03-2017

Why people use drugs?

Begin draft for Assessment 1 and continue to research. Watch and read content for Week 3. Check or participate on Discussion Forum.

Week 4 27-03-2017

Why people use drugs (contd.)

Continue to work on first draft of portfolio. Watch and read content for Week 4. Check or participate in Discussion Forum.

Week 5 03-04-2017

Recreational drugs and their effects

Continue to work on first draft of portfolio. Watch and read content for Week 5. Check or participate in Discussion forum.

Vacation Week 10-04-2017
Week 6 17-04-2017

Concepts of dependence

Rework first draft, polish and proofread. Check or participate in Discussion forum. Watch and read content for Week 6.

Week 7 24-04-2017

Drug use in special groups

Submit Assessment 1. Check or participate in Discussion forum. Watch and read conent for Week 7

Learning Portfolio 1 Due Monday (24 Apr 17) 11:45 PM AEST
Week 8 01-05-2017

Drug use in special groups

Begin research for Assessment 2. Check or participate in Discussion forum. Watch and read content for Week 8.

Week 9 08-05-2017

Societal responses to drug use

Continue research for Assessment 2. Check or participate in Discussion forum. Watch and read content for Week 9.

Week 10 15-05-2017

Interventions in drug use

Write first draft of Assessment 2. Check or participate in Discussion forum. Watch and read content for Week 10.

Week 11 22-05-2017

Interventions in drug use

Rework first draft of Assessment 2, polish and proof-read. Check or participate in Discussion forum. Watch and read content for Week 11.

Week 12 29-05-2017

Polish and proof-read Assessment 2. Check or participate in Discussion forum. Watch and read content for Week 12.

Review/Exam Week 05-06-2017

Submit Assessment 2.

Learning Portfolio 2 Due Monday (05 Jun 17) 11:45 PM AEST
Exam Week 12-06-2017

1 Written Assessment

Assessment Title Learning Portfolio 1
Task Description

Learning Portfolio 1 is designed for you to provide evidence of your learning in relation to Learning Outcome 1.

Task description: Complete a Learning Portfolio in TWO parts in relation to Learning Outcome 1.

Word count - 2000 - 2500

Part 1

Analyse societal attitudes to psychoactive drug use, exploring historical and/or political, and/or public health and/or media responses.

You may like to include any of the following types of evidence in your portfolio:

  • A 2017 article from a newspaper, magazine or the internet;
  • An advertisement for a recreational drug (you are most likely to find one advertising alcohol);
  • A television program, movie or Youtube clip;
  • An analysis of the influence of community attitudes on the development of legislation and policy in relation to drug use;
  • An analysis of the history of recreational drug use and the impact of this on contemporary societal attitudes.

Part 2

Analyse your own individual attitudes to recreational drug use.

You may like to include any of the following types of evidence in your portfolio:

  • Your own history in relation to recreational drug use and a reflection on this history (Please note that if sensitive information is shared in this section confidentiality will be maintained);
  • A comparison of your own attitudes to drug use with societal attitudes and a reflection on why differences or similarities are present;
  • A reflection on the changes (or lack of change) occurring as a result of undertaking study (either generally or specifically in this course);
  • A reflection of a past interaction with a drug user or a situation involving drug use that had a significant impact on your attitudes to drug use.

NOTE

Examples of learning portfolios from previous years and a list of Frequently Asked Questions about portfolios will be available on Moodle to guide you in the preparation of this assessment.

Assessment Due Date Week 7 Monday (24-Apr-2017) 11:45 PM AEST
Return Date to Students Week 9 Monday (08-May-2017)
Two weeks after submission
Weighting 40%
Assessment Criteria

Structure (15%)

Introduction

HD - Highly appropriate & relevant to content. Provides very clear sense of what follows.

D - Appropriate & relevant to content. Provides clear sense of what follows.

C - Largely appropriate & relevant to content. Provides sense of what follows.

P - Somewhat appropriate & relevant to content. Provides some sense of what follows.

FAIL - Not evident &/or not appropriate

Conclusion

HD -Provides very strong sense of closure & highly appropriate

D - Provides sound sense of closure & appropriate

C - Provides a sense of closure & largely appropriate

P - Somewhat provides a sense of closure & somewhat appropriate

FAIL - No recognisable conclusion or conclusion is inappropriate.

Presentation includes:

HD - Title page; abstract; accurate spelling & grammar; cogent paragraph structure (topic sentence, supporting evidence, concluding sentence).

D - Title page; abstract; 1 or 2 spelling or grammatical errors; paragraph structure largely cogent (topic sentence, supporting evidence, concluding sentence).

C - Title page; abstract; 3 or 4 spelling or grammatical errors; paragraph structure somewhat cogent (topic sentence, supporting evidence, concluding sentence).

P - Title page; abstract; 5 to 8 spelling & grammatical errors; paragraph structure somewhat consistent (topic sentence, supporting evidence, concluding sentence).

FAIL – No title page and/or abstract or has >9 spelling & grammar errors; paragraph structure not consistent (topic sentence, supporting evidence, concluding sentence).

Evidence of learning (65%)

Evidence of learning demonstrated through:

HD - Extensive & high level analysis of content relating to learning outcome.

D - Relevant & considered analysis of content relating to learning outcome.

C - Largely relevant analysis of content relating to learning outcome. Some description may be evident.

P - Obvious attempts to analyse content relevant to learning outcome. Some description may be evident.

FAIL - No or minimal evidence to analyse content relevant to learning outcome. Paper largely descriptive.

Evidence of learning demonstrated through:

HD - Relevant & discerning synthesis with literature & other appropriate evidence.

D - Relevant synthesis with literature & other appropriate evidence

C - Some relevant synthesis & comparison with literature & other appropriate evidence

P - Comparison with literature & other appropriate evidence

FAIL - No or minimal comparison with literature & other evidence. Literature or evidence used may be inappropriate.

Evidence of learning demonstrated through:

HD - High levels of understanding of contemporary drug use issues including ethical debates &/orlegislation &/or harm

minimisation policies &/or societal attitudes

D - Sound levels of understanding of contemporary drug use issues including ethical debates &/or legislation &/or harm minimisation policies &/or societal attitudes

C - Some understanding of contemporary drug use issues including ethical debates &/or legislation &/or harm minimisation policies &/or societal attitudes

P - Basic level of understanding of contemporary drug use issues including ethical debates &/or legislation &/or harm minimisation policies &/or societal attitudes

FAIL - Minimal to no understanding of contemporary drug use issues.

Evidence of learning demonstrated through:

HD - High levels of reflection on individual attitudes

D - Considered reflection on individual attitudes

C - Somewhat considered reflection on individual attitudes

P - Basic reflection on individual attitudes

FAIL -No or minimal reflection on individual attitudes

Referencing & integration of evidence (20%)

Evidence of research & appropriate integration of evidence demonstrated though:

HD - Consistent high level research from diverse contemporary literature & other relevant sources

D - Consistent research from diverse contemporary literature & other relevant sources

C - Frequent evidence of research from diverse contemporary literature & other relevant sources

P - Some evidence of research from contemporary literature & other relevant sources

FAIL - Fails to or infrequent use of research from contemporary literature & other relevant sources

Evidence of research & appropriate integration of evidence demonstrated though:

HD - Consistently accurate in identifying & referencing sources. Minimum of 15 appropriate sources used

D - 1 to 2 errors identifying & referencing sources. Minimum of 13 appropriate sources used.

C - 3 to 4 errors identifying & referencing sources. Minimum of 11 appropriate sources used

P - 4 to 5 errors in identifying & referencing sources. Minimum of 10 appropriate sources used

FAIL - Many inaccuracies Identifying & referencing sources. Less than 10 appropriate sources used.

Evidence of research & appropriate integration of evidence demonstrated though:

HD - Integrates correct number of own & others’ postings appropriately adding to interest & depth of evidence presented.

D - Integrates correct number of own & others’ postings in appropriately that is relevant to the evidence presented.

C - Integrates correct number of own & others’ postings in appropriately that is largely relevant to the evidence presented.

P - Integrates correct number of own & others’ postings. At times inclusion may not be appropriate.

FAIL - Does not integrate correct number of own &/or others’ postings

Referencing Style Harvard (author-date) or American Psychological Association (APA)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Analyse individual and societal attitudes to psychoactive drug use, exploring historical, political, public health and media responses

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

5. Team Work

6. Information Technology Competence

7. Cross Cultural Competence

8. Ethical practice



2 Written Assessment

Assessment Title Learning Portfolio 2
Task Description

Learning Portfolio 2 - Word count 2500 - 3000 words

Provide evidence of your learning in relation to Learning Outcomes 2 and 3. Although it is acceptable to provide evidence for Learning Outcome 2 and 3 Learning Outcome separately, it would be more effective for this portfolio to use the same topic area.

Learning Outcome 2

Examine why people use psychoactive drugs and identify the harms associated with drug use for some people in some circumstances.

To address this learning outcome you may wish to examine a particular group. Groups that you may find interesting to study could include one of the following:

• Injecting drug users

• Prisoners

• Women

• Teenagers

• Men

• Indigenous Australians

• Consumers with a mental illness

• The elderly

• Health professionals

• Amphetamine users

• Party drug users

• Gay and/or lesbian groups

• Truck drivers

(Note for the purpose of providing evidence, you will find it more effective to focus on ONE group only.)

You may like to include any of the following in your submission:

• An analysis of the literature on your chosen group

• An interview with a drug user from your chosen group (if you choose to include this, please discuss suitability with the course coordinator first). You will need to compare your interviewee’s responses with relevant literature.

• An interview with an agency that deals with your chosen group (you will need to compare your interviewee’s responses with relevant literature)

Learning Outcome 3

Evaluate strategies to minimise the harm that may be associated with psychoactive drug use in a particular group.

You may like to undertake one of the following for your submission:

• Evaluation of a current harm minimisation strategy. Evaluate how closely the strategy meets the principles of harm minimisation and its effectiveness in preventing harm for your chosen group.

• A historical analysis of harm minimisation policies including an evaluation of the benefits of harm minimisation over this period of time and the challenges it has brought to the community.

• Evaluation of a current intervention strategy (e.g. methadone program). Evaluate how closely it meets the principles of harm minimization and its effectiveness in preventing harm.

• Choose a treatment agency and explore their approaches. Evaluate how closely it meets the principles of harm minimization and its effectiveness in preventing harm.

Assessment Due Date Review/Exam Week Monday (05-Jun-2017) 11:45 PM AEST
Return Date to Students Two weeks after submission
Weighting 60%
Assessment Criteria

Structure (15%)

Introduction

HD - Highly appropriate & relevant to content. Provides very clear sense of what follows.

D - Appropriate & relevant to content. Provides clear sense of what follows.

C - Largely appropriate & relevant to content. Provides sense of what follows.

P - Somewhat appropriate & relevant to content. Provides some sense of what follows.

FAIL - Not evident &/or not appropriate

Conclusion

HD -Provides very strong sense of closure & highly appropriate

D - Provides sound sense of closure & appropriate

C - Provides a sense of closure & largely appropriate

P - Somewhat provides a sense of closure & somewhat appropriate

FAIL - No recognisable conclusion or conclusion is inappropriate.

Presentation includes:

HD - Title page; abstract; accurate spelling & grammar; cogent paragraph structure (topic sentence, supporting evidence, concluding sentence).

D - Title page; abstract; 1 or 2 spelling or grammatical errors; paragraph structure largely cogent (topic sentence, supporting evidence, concluding sentence).

C - Title page; abstract; 3 or 4 spelling or grammatical errors; paragraph structure somewhat cogent (topic sentence, supporting evidence, concluding sentence).

P - Title page; abstract; 5 to 8 spelling & grammatical errors; paragraph structure somewhat consistent (topic sentence, supporting evidence, concluding sentence).

FAIL – No title page and/or abstract or has >9 spelling & grammar errors; paragraph structure not consistent (topic sentence, supporting evidence, concluding sentence).

Evidence of learning (65%)

Evidence of learning demonstrated through:

HD - Extensive & high level analysis of content relating to learning outcome.

D - Relevant & considered analysis of content relating to learning outcome.

C - Largely relevant analysis of content relating to learning outcome. Some description may be evident.

P - Obvious attempts to analyse content relevant to learning outcome. Some description may be evident.

FAIL - No or minimal evidence to analyse content relevant to learning outcome. Paper largely descriptive.

Evidence of learning demonstrated through:

HD - Relevant & discerning synthesis with literature & other appropriate evidence.

D - Relevant synthesis with literature & other appropriate evidence

C - Some relevant synthesis & comparison with literature & other appropriate evidence

P - Comparison with literature & other appropriate evidence

FAIL - No or minimal comparison with literature & other evidence. Literature or evidence used may be inappropriate.

Evidence of learning demonstrated through:

HD - High levels of understanding of contemporary drug use issues including ethical debates &/orlegislation &/or harm

minimisation policies &/or societal attitudes

D - Sound levels of understanding of contemporary drug use issues including ethical debates &/or legislation &/or harm minimisation policies &/or societal attitudes

C - Some understanding of contemporary drug use issues including ethical debates &/or legislation &/or harm minimisation policies &/or societal attitudes

P - Basic level of understanding of contemporary drug use issues including ethical debates &/or legislation &/or harm minimisation policies &/or societal attitudes

FAIL - Minimal to no understanding of contemporary drug use issues.

Evidence of learning demonstrated through:

HD - High level of understanding of harms and issues associated with chosen group

D - Sound understanding of harms and issues associated with chosen group

C - A somewhat sound understanding of harms and issues associated with chosen group

P - A basic understanding of harms and issues associated with chosen group

FAIL - Poor understanding of harms and issues associated with chosen group

Evidence of learning demonstrated through:

HD - A highly effective evaluation of an appropriate strategy.

D - An effective evaluation of an appropriate strategy.

C - A somewhat effective evaluation of an appropriate strategy.

P - A basic evaluation of an appropriate strategy. The evaluation may be missing some elements.

FAIL - a poor evaluation of an appropriate strategy or the strategy is not appropriate to evaluate

Referencing & integration of evidence (20%)

Evidence of research & appropriate integration of evidence demonstrated though:

HD - Consistent high level research from diverse contemporary literature & other relevant sources

D - Consistent research from diverse contemporary literature & other relevant sources

C - Frequent evidence of research from diverse contemporary literature & other relevant sources

P - Some evidence of research from contemporary literature & other relevant sources

FAIL - Fails to or infrequent use of research from contemporary literature & other relevant sources

Evidence of research & appropriate integration of evidence demonstrated though:

HD - Consistently accurate in identifying & referencing sources. Minimum of 15 appropriate sources used

D - 1 to 2 errors identifying & referencing sources. Minimum of 13 appropriate sources used.

C - 3 to 4 errors identifying & referencing sources. Minimum of 11 appropriate sources used

P - 4 to 5 errors in identifying & referencing sources. Minimum of 10 appropriate sources used

FAIL - Many inaccuracies Identifying & referencing sources. Less than 10 appropriate sources used.

Evidence of research & appropriate integration of evidence demonstrated though:

HD - Integrates correct number of own & others’ postings appropriately adding to interest & depth of evidence presented.

D - Integrates correct number of own & others’ postings in appropriately that is relevant to the evidence presented.

C - Integrates correct number of own & others’ postings in appropriately that is largely relevant to the evidence presented.

P - Integrates correct number of own & others’ postings. At times inclusion may not be appropriate.

FAIL - Does not integrate correct number of own &/or others’ postings

Referencing Style Harvard (author-date) or American Psychological Association (APA)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

2. Examine why people use psychoactive drugs and identify the harms associated with drug use for some people in some circumstances

3. Evaluate strategies to minimise the harm that may be associated with psychoactive drug use

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

5. Team Work

6. Information Technology Competence

7. Cross Cultural Competence

8. Ethical practice




© 2017 CQUniversity
Page generated by apps-prod-01.cqu.edu.au at Wed Apr 26 12:11:43 AEST 2017