Instructors Manual with Test Bank

Instructor’s Manual with Test Bank for McNeece and DiNitto Chemical Dependency A Systems Approach Fourth Edition

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© 2013 Pearson Education, Inc. All rights reserved.iii Contents Chapter 1 Definitions and Epidemiology of Substance Use, Abuse, and Disorders 1 Chapter 2 The Etiology of Addiction 10 Chapter 3 The Brain Biology of Drug Abuse and Addiction 17 Chapter 4 The Physiological and Behavioral Consequences 27 of Alcohol and Drug Abuse Chapter 5 Screening, Diagnosis, Assessment, and Referral 35

Chapter 6 Treatment: The System of Care 43

Chapter 7 Preventing Alcohol and Drug Problems 51 Chapter 8 Regulating Drugs and Their Consequences 61 Chapter 9 Treating Substance-Abusing Youth 70 Chapter 10 Family Systems and Chemical Dependency 78 Chapter 11 Ethnicity, Culture, and Substance Use Disorders 87 Chapter 12 Substance Abuse Treatment with Sexual Minorities 97 Chapter 13 Substance Use Disorder s and Co-Occurring Disabilities 106 Chapter 14 Alcohol and Drug Misu se and Abuse in Late Life 115 Chapter 15 Gender, Substance Use, and Substance Use Disorders 123

Chapter 16 Chemical Dependency: Current Issues and Future Prospects 131

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© 2012 Pearson Education, Inc. All Rights Reserved.1 Chapter 1 Definitions and Epidemiology of Substance Use, Abuse, and Disorders

CHAPTER SUMMARY

The most widely used drugs in the United States are legal drugs. Tobacco and alcohol are by far the most popular drugs among both genders and all races and ethnic groups. Marijuana is the most popular illicit drug, preferred by about three-fourths of all illicit drug users. Recent surveys indicate that tobacco use continues to slowly decline, while consumption of alcohol remains relatively stable. The first national survey to estimate the incidence of illicit drug use was conducted in 1971, but estimates of drug use based on retrospective reports indicate that an upward trend began in the mid 1960s (Gfroerer & Brodsky, 1992). Annual marijuana use increased from about 553,000 new users in 1965 to a peak of around 3.2 million new users in 1976 and 1977. Total illicit drug use peaked in 1979, at about 25 million users (SAMHSA, 2000). Illicit drug use among youths doubled between 1992 and 1995, declined in 1997 and 1998, and has held relatively stable since then (SAMHSA, 2001 and 2008b). Club drugs and steroids continue to be popular among younger users, although the usage rates of any single club drug are highly variable from year to year, with newer “designer” drugs displacing many of the older drugs.

LEARNING OBJECTIVES

• Students will be able to define terms associated with substance use, abuse, and disorders.• Students will be able to discuss the variation and imprecision in the use of these definitions among professionals.• Students will be able to understand the incidence and prevalence of legal and illegal substance use.

DISCUSSION PROMPTS

• Do you agree with the author that the term substance is technically

more appropriate than the term drug? Why or why not? Consider the reason why people use substances.

• What is the difference between substance use, misuse, and abuse?

Consider and discuss the reasons why these different terms might be applied. Use examples. 1 3 / 4

© 2012 Pearson Education, Inc. All Rights Reserved.2

• Do you consider chemical dependency to be a disease? Use alcoholism

as an example to describe the various reasons why substance abuse may or may not be considered a disease. Consider the definitions and descriptions of alcoholism from various authorities such as the American Psychiatric Association, the National Council on Alcoholism and Drug Dependence, the World Health Organization, and researchers Bowman, Jellinek, Pattison, Sobell, and Sobell.

• Why do you think alcohol, tobacco, and marijuana are the most widely

used substances in the United States? Consider historical use, availability, and legal status, among other potential reasons.

• Why do you think age, education, gender, or ethnicity make a

difference in whether or not a person may use or abuse drugs?Consider the statistics given in this chapter, and discuss potential reasons why a person might start to use drugs based on these demographics (eg, peer pressure, expectations, social roles, genetics).

CLASSROOM ACTIVITIES/OUT- OF-CLASS ASSIGNMENTS

• Report on Drug Use and Abuse in Native American Indian Cultures.

Have students write a report up to two pages long on the ritual/religious use of drugs and the incidence and prevalence of drug abuse in Native American Indian cultures. The report should include the students’ reflections on the significance of the difference between the drug use and abuse.

• Definition/Description Game. Group students into pairs, one person on

team A and the other on team B. Assign each student 4 terms to define/describe (write down without partner seeing); assign different terms to the students in each pair. Then have the pairs quiz each other on the definitions/descriptions (use of books permitted, but you may establish a 20-second time limit, kept by the quizzer). With one point given for each correct definition/description, which team wins? Terms

to assign: alcohol addiction (Jellinek/Bowman), alcoholism (WHO),

alpha alcoholic, beta alcoholic, chronic alcoholism (Jellinek/Bowman), CNS depressants, CNS stimulants, delta alcoholic, epsilon alcoholic, ethanol, gamma alcoholic, hallucinogens, heavy drinking (NIAAA), methanol, opiates, sedative-hypnotics, substance abuse (APA). 1

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