Dana teaches social sciences at the college level and English and psychology at the high school level. She has master's degrees in applied, clinical and community psychology.
Upon completion of this lesson, students will be able to:
- define substance abuse
- distinguish between substance use, abuse and dependence
- outline the sociocultural, psychodynamic, cognitive-behavioral, and biological factors that are associated with substance abuse
1 to 2 hours
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
- A worksheet created using the quiz associated with this lesson.
- Poster board
- Substance use
- Substance abuse
- Substance dependency
- Sociocultural factors
- Psychodynamic factors
- Cognitive-behavioral factors
- Biological factors
- Begin by writing the following terms on the board: 'substance use', 'substance abuse', and 'substance dependency'.
- Ask the students to write a definition for each.
- When they have finished writing, have them share their proposed definitions with the class for discussion.
- Now work together as a class using the information provided by the students to write definitions for each term listed on the board.
- Play the video lesson Substance Use, Abuse, and Dependence: Definition and Causes of Substance Disorders, pausing at 2:28.
- Review the definitions provided for each term in the video lesson and compare them to what is written on the board, making any necessary changes now.
- Now write the term 'sociocultural factors' on the board.
- Ask the students what types of things might be considered sociocultural factors in regards to substance abuse, allowing adequate time for class discussion.
- Play the video lesson again and pause at 3:16.
- Compare the class discussion to what was presented in the lesson regarding sociocultural factors of substance abuse.
- Now write the term 'psychodynamic factors' on the board and discuss potential things that might fall under this category as a class. Write them on the board.
- Play the video lesson again, pausing at 4:30.
- Review the information presented in the video lesson and compare it to what is on the board for psychodynamic factors associated with substance abuse. Make necessary changes.
- Write the term 'cognitive-behavioral factors' on the board now and discuss how it might relate to substance abuse.
- Play the video lesson again, pausing at 5:19.
- Review the information presented in the video regarding cognitive-behavioral factors of substance abuse, and compare it to the class discussion on this term.
- Now, write 'biological factors' on the board and discuss its meaning in relation to substance abuse with the class.
- Play the rest of the video lesson now.
- Review the meaning and discussion on biological factors associated with substance abuse presented in the video.
- Pass out the worksheet created using the associated quiz and ask students to work independently to complete it now.
- Is it possible for people to move back and forth between use, abuse and dependence with substances?
- How can abuse and dependence be prevented?
- Divide the class into five smaller groups. Group one will be responsible for explaining the differences between substance use, abuse and dependence. Group two will cover the sociocultural factors associated with substance abuse. Group three will be in charge of the psychodynamic factors related to substance abuse. Group four must cover the cognitive-behavioral factors associated with substance abuse and group five is responsible for biological factors.
- Instruct each group to create an educational poster on their assigned topic. The audience for this poster is the students and the staff of the school. Students should use what they learned in the video lesson to design posters that are both interesting and informative.
- Walk around from group to group as they work to discuss their plans and content, providing help where needed.
- Allow students to hang the posters throughout the school to educate students and staff about substance abuse.
- Ask students to select and read a memoir written by an individual who has struggled with substance abuse.
- Have students research and report on different treatment options for substance abuse.
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