Substance Abuse in Families
Run by School of Education and Human Development
20 Credits or 10 ECTS Credits
Organiser: Dr Fliss Kyffin
Overall aims and purpose
This module will investigate the effects of substance abuse on the lives of children and young people in families. It will discuss critically the effects of alcohol, nicotine and illicit drug dependence in the context of child development, family dynamics and the care system. Through the use of current research and theory, individual experiences and group discussion, the impact of parental substance abuse will be analysed and the likely experiences of children living in families with people who are dependent on substances will be explored. The impact of different substances will be discussed throughout a child's life, from conception to adulthood along with the theories that explain why children abuse substances. The relationship between substance misuse, violence, crime and abuse will also be detailed with reference to current policies and the roles of the agencies involved in safeguarding and protecting children.
This module will primarily analyse the sociological aspects of substance dependence in the family context but will also make use of psychological and biological theories to provide a thorough examination of:
a. Why people abuse substances b. Pregnancy & smoking, drinking and drug use c. Effects of parental smoking on infants d. Parental alcoholism and the care system e. Young carers and substance dependent parents f. Growing up as a child of a drug-dependent parent g. Living with addicted siblings h. Caring for children who abuse substances i. Substance use and the legal system j. Agencies and interventions that can help
A satisfactory understanding of current theories of addiction, including an ability to critically discuss the short and long-term outcomes for children living with substance abuse; a basic awareness of the legal and social consequences of substance abuse and of the professionals and strategies used to help children living with substance abuse.
A good understanding of current theories of addiction, including an ability to critically discuss the short and long-term outcomes for children living with substance abuse; a sound awareness of the legal and social consequences of substance abuse and of the professionals and strategies used to help children living woth substance abuse.
A comprehensive understanding of current theories of addiction, including an ability to critically discuss the short and long-term outcomes for children living with substance abuse; a thorough awareness of the legal and social consequences of substance abuse and of the professionals and strategies used to help children living with substance abuse.
Demonstrate a critical understanding of current theories concerning addiction to a variety of substances and how these apply to children and young people.
Critically understand the impact of parental addiction and substance misuse on the physical and emotional health of children and their relationship with their parents.
Understand the research based, likely, long term outcomes for children of addicted parents and critically evaluate the provisions made to help children and young people whose parents misuse substances.
Demonstrate a critical understanding of the wider implications of substance misuse for children and people, including social attitudes, legal aspects, family dynamics and peer inflences.
Identify the agencies and professionals that can work with and help identify the needs of children who are themselves or whose parents are misusing substances.
Reflect critically on their own learning experiences and their relationship to their own ideas and opionions about children and substance misuse.
|COURSEWORK||Blog and response discussion||
This assignment asks students to write 3 succinct blogs about substances and childhood. Students are free to choose the specific topic but blogs must draw on literature to present a clear argument. Each student will also respond to peers' blogs with additional information from the literature. This assignment is designed to allow students to demonstrate the associated learning outcomes while also developing the following key employability skills: 1. Developing and presenting a logical, evidence-based argument 2. Writing succinctly and professionally. 3. Providing useful feedback based on the literature.
|CASE STUDY||Vignette based on a case study||
Students will be given a choice of case studies concerning children living with substance abuse. They will be asked to write a vignette (description) of the likely future for one of these children based on appropriate literature. The vignette must be annotated to demonstrate the evidence that supports the developments in the child's life. This assignment has been designed to help students consider the implications of family substance abuse while also developing the following key employability skills: 1. Making use of the most up-to-date information to predict outcomes. 2. Recognising that outcomes depend on individual circumstances. 3. Using reliable information to plan support for children.
Teaching and Learning Strategy
11 @ 2 hours/week
11 @ 1 hours/week
- Literacy - Proficiency in reading and writing through a variety of media
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Subject specific skills
- reflect upon a range of psychological sociological health historical and philosophical perspectives and consider how these underpin different understandings of babies and young children and childhood
- apply multiple perspectives to early childhood issues recognising that early childhood studies involves a range of research methods theories evidence and applications
- integrate ideas and findings across the multiple perspectives in early childhood studies and recognise distinctive early childhood studies approaches to relevant issues
- evaluate competing positions in relation to the construction of babies and young children and childhood by different subjects societal agents and time place and culture
- constructively critique theories practice and research in the area of child development
- demonstrate knowledge and awareness of the skills needed for different pedagogical approaches including: - the necessary depth and strength of relationships with individual children and children in groups and the facilitation of the building of relationships with and between children - the formation and promotion of mutually respectful relationships with families colleagues other professionals and communities
- critically explore examine and evaluate the significance of the cultural historical and contemporary features of various policies institutions and agencies in regard to babies young children and childhood
- lead support and work collaboratively with others and demonstrate an understanding of working effectively in teams with parents carers and other professionals 11
- demonstrate an understanding of how to plan for and where appropriate implement meeting and promoting children's health well-being protection and safety and the conditions that enable them to flourish
- produce critical arguments for improvements to multi-agency and multiprofessional practices for babies and young children
Courses including this module
Compulsory in courses:
- C842: Psych with Health Psych year 3 (BA/PSYH)
- C880: BSC Psych with Cl & Hlth Psych year 3 (BSC/PHS)
- C88B: BSc Psychology w Clin & Health Psy (4yr with Incorp Found) year 3 (BSC/PHS1)
- 8X44: BSc Psychology with Clinical & Health Psychology (Int Exp) year 4 (BSC/PHSIE)
- C808: MSci Psychology with Clinical & Health Psychology year 3 (MSCI/PHS)
Optional in courses:
- X316: BA Astudiaethau Plentyndod ac Ieuenctid a Chymdeithaseg year 3 (BA/APIC)
- X318: BA Astudiaeth Plentyndod ac Ieuenctid a Pholisi Cymdeithasol year 3 (BA/APIPC)
- X320: BA Astudiaethau Plentyndod ac Ieuenctid a Seicoleg year 3 (BA/APIS)
- X319: BA Childhood and Youth Studies and Psychology year 3 (BA/CYP)
- X313: BA Childhood and Youth Studies year 3 (BA/CYS)
- X317: BA Childhood and Youth Studies and Social Policy year 3 (BA/CYSP)
- X315: BA Childhood and Youth Studies and Sociology year 3 (BA/CYSS)
- X321: BA Astudiaethau Plentyndod ac Ieuenctid a Chymraeg year 3 (BA/PIC)
- C804: BSc Psychology (with International Experience) year 4 (BSC/PIE)
- C800: BSC Psychology year 3 (BSC/PS)
- C81B: BSc Psychology (4 year with Incorporated Foundation) year 3 (BSC/PS1)
- C807: MSci Psychology year 3 (MSCI/PS)