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Demonstrate understanding and critical reflection of the social, historical and cultural differences in responses to psychoactive substance use and misuse

Psychopharmacology and Addiction Module Study and
Assessment Essay Guide – Level 6

Learning outcomes to be assessed

1. Demonstrate understanding and critical reflection of the social, historical and cultural differences in responses to psychoactive substance use and misuse.

2. Compare and contrast the main theories of addiction and critically discuss the underpinning research evidence. (DANOS codes AD1.2012 - AA1.2014 - AI1.2012).

3. Recognise the effects of drugs and alcohol and explain the basic pharmacokinetic and psychodynamic properties. (DANOS codes AD1.2012 - AA1.2014).

4. Critically analyse current patterns and trends of the use of psychoactive substances and understand the relevance of statistical reports. (DANOS codes AD1.2012 - AA1.2014).

Assessment Essay: Define and evaluate models / theories of addiction

Weighting: 80%

Date/time/method of submission: the case study needs to be submitted via Turnitin, Tuesday 03 January 2023 by Midday

Word count: 3000 words

Assessment criteria:
These express the criteria against which achievement of the learning outcomes will be assessed

Assessment briefing

The assignment comprises of an essay of 3,000 words in which you will compare different theories of substance use and misuse of a chosen psychoactive substance and relate them to the social and cultural context.

To help you structure your essay you should follow the points below:

• Select a substance (please talk with the module leader about your selection before you start).

Essay title: (Define and Evaluate Models or Theories of Addiction).

• Briefly give account of the chosen substance and outline it using social, historical, and/or cultural context.
• Define the different concepts and explanations regarding; use, problem use and dependence for the chosen substance.
• Discuss national patterns and trends regarding the substance, please use institutional reports to correctly describe the prevalence in the essay (make sure that at level 6 UK prevalence statistic are present in the essay with a little criticism towards the measure used).
• Choose 3 theories of addiction describe and evaluate them (IMPORTANT: you must use empirical evidence appropriately and support its influence or efficacy in explaining addiction). Thereafter, compare the theories evaluated with the WHO Model of Dependence: Bio-psycho-social model (this will be your third theory in the assignment, make sure you describe what the WHO Biopsychosocial model is, and use it to highlight the complexity of addiction through synergy of the different paradigms discussed).
• Discuss the implications for practice. If you are unable to apply this to practice due to lack of experience, you can discuss what each model adds to understanding of ‘Addiction’ in the field. Furthermore, you may want to highlight the synergy of the theories. This may be used to explain how different models and theories of addiction support and explain different aspects (i.e. they all add to our current understanding of addiction but no particular theory in isolation can comprehensively explain addiction).Please make an appointment to discuss this with the module leader if you feel it would benefit you

Marking scheme:

• The percentage marking scale of the modular scheme is mapped onto the Edexcel convention of grading as follows:
• <49% Fail
• 50% –59% Pass
• 60% –69% Merit
• 70% – 100% Distinction

	Generic Marking Scheme Undergraduate
%	Descriptor
86 - 100	The standard achieved is exceptional and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at an exceptional standard.
76 - 85	The standard achieved is outstanding and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved at an outstanding standard.
70 - 75	The standard achieved is excellent and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved at an excellent standard.
65 - 69	The standard achieved is very good and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved at a very good standard
60 - 64	The standard achieved is good and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved at a good standard
55 - 59	The standard achieved is satisfactory and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved at a satisfactory standard
50 - 54	The standard achieved is acceptable and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved mostly at an acceptable standard
45 - 49	The standard achieved is acceptable and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved though quite a few are only achieved at a basic standard
40 - 44 Marginal pass	The standard achieved is basic and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved mostly at a basic standard
35 - 39 Marginal fail	The standard achieved is weak and the work provides evidence of insufficient knowledge, understanding and/or skills appropriate to the level of study, although some of the learning outcomes appropriate to that level are achieved. Demonstrate understanding and critical reflection of the social, historical and cultural differences in responses to psychoactive substance use and misuse.
30 - 34	The standard achieved is very weak and the work provides evidence of insufficient knowledge, understanding and/or skills appropriate to the level of study. The evidence shows that some of the learning outcomes appropriate to that level are achieved OR that none is achieved but there is evidence that many of the learning outcomes may be almost achieved.
20 - 29	The standard achieved is unacceptable and the work provides little evidence of the knowledge, understanding and/or skills appropriate to the level of study. The evidence shows that few, if any, of the learning outcomes appropriate to that level are achieved.
10 - 19	The standard achieved is unacceptable and the work provides very little evidence of the knowledge, understanding and/or skills appropriate to the level of study. The evidence shows that very few, if any, of the learning outcomes appropriate to that level are achieved.
0-9	The standard achieved is unacceptable and the work provides negligible or no evidence of the knowledge, understanding and/or skills appropriate to the level of study. The evidence fails to show that any of the learning outcomes appropriate to that level are achieved.

Learning materials

The reading list for this module is available online by running research. This shows real-time availability of books in libraries/online and recommended by your lecturer.

Please these books are recommended and expected to use!

Dargan, P., Wood, D. (2014) Novel Psychoactive Substances: Classification, Pharmacology and Toxicology. London: Academic Press

Jung, J. (2009). Alcohol, other drugs, and behaviour: Psychological research perspectives. London: Sage.

Marczinski, C. A. (2014). Drug Use, Misuse and Abuse: Psychopharmacology in the 21^st Century. Hoboken: Wiley Global Education.

Parrott A, Morinan A., Moss M., Sholey A., (2004) Understanding Drugs and Behaviour. West Sussex: Wiley & Sons.

West, R. (2014) Theory of Addiction. Chichester, West Sussex, UK: Wiley Blackwell/Addiction Press

ARTICLES/OTHER NON-BOOK LEARNING MATERIAL!

responding to drug and alcohol use in Britain; linking practise to research and research to practise (A most useful resource for practitioners)  http://findings.org.uk/ Adfam Families Drugs and Alcohol   http://www.drinking.nhs.uk/index.html Advisory Centre for the Misuse of Drugs (ACMD)  http://www.homeoffice.gov.uk/agencies-public-bodies/acmd/ Alcohol Concern. http://www.alcoholconcern.org.uk department of Health. http://www.doh.gov.uk DrugScope. http://www.drugscope.org.uk European Monitoring Centre for Drugs and Drug Addiction. http://www.emcdda.europa.eu/ Home Office http://www.homeoffice.gov.uk  / http://drugs.homeoffice.gov.uk National Drug Treatment Monitoring System (NDTMS)  https://www.ndtms.net/default.aspx National Treatment Agency (NTA): Public Health England. http://www.nta.nhs.uk/ The Information Centre for Health and Social Care.  http://www.ic.nhs.uk The Office of National Statistics   https://www.gov.uk/government/statistics/drug-misuse-findings-from-the-2014-to-2015-csew Generic ONS: https://www.ons.gov.uk/ UK Drug Policy Commission (UKDPC)   http://www.ukdpc.org.uk/ United Nations Office on Drugs and Crime. http://www.unodc.org/unodc/index.html WHO World Health Organisation. http://www.who.ch

Academic Offences Regulations
Remember, all your work must have Academic Integrity; it must be an honest and fair submission, complying with all the requirements of the assessment, that properly references and credits any other people’s work you have used. Failure to meet these standards of behaviour and practice is academic misconduct, which can result in penalties being applied.