Transcript Drug Addiction (PSY451) - Addiction Science Network

Course Objectives,
Organization, & Requirements
Copyright 2014 Dr. Michael A. Bozarth, Department of Psychology, State University of New York at Buffalo
Drug
Addiction
Motivational
Psychology
Psychopharmacology
Behavioral
Neuroscience
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Attitude & Subjective Appraisal
Concepts & Terminology
Analytical Methods
Factual Knowledge
Overall objective is to develop a
fundamental understanding of drug
addiction with an emphasis on depth
rather than breath of knowledge
(Detailed and specific course objectives are listed on the course syllabus.)
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Overview of fundamental concepts
Detailed examination of two prototypical
drug classes
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psychomotor stimulants (e.g., cocaine)
opiates (e.g., heroin)
Emphasis on biological mechanisms
Possible generalization to some other
addictive drugs
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Not covered in the course
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many psychoactive drugs
 marijuana
 MDMA (ecstasy)
 hallucinogens
 alcohol
 nicotine & caffeine
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diagnosis & treatment of addiction
possible nonchemical “addictions”
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Module-1: Essential Background for the Study
of Addiction
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Phenomenology of drug addiction
Key concepts fundamental to understanding
addiction
Drug action and classification
Module-2: Theories of Addiction and Methods
of Scientific Study
Module-3: Biological Basis of Drug Addiction
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General Psychology
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Research Methods & Statistics
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conditioning & learning theory
biological mechanisms of behavior
social factors involved in behavior
clinical psychology & personality theory
experimental design
principles of scientific inference
Biopsychology or Behavioral Neuroscience
Survey course/module on Drug Abuse or
equivalent background is very helpful
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Assigned readings (primary learning ‘tool’)
Online podcasts & lecture slides (mandatory assignment)
Lectures (primarily Q & A with mini lectures)
Discussions (limited to main themes & implications)
Some videos (introductory case studies)
Class attendance essential but not mandatory
Internet & UBlearns access mandatory
Participation in UBlearns Discussion Boards is highly
recommended
Will be using a modified “flipped classroom” approach for
most of the course
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Combines elements of the “flipped classroom”
with traditional programmed instruction
Read the assigned text
Listen and view the audio/slide presentations
Question and discuss the material
attending in-class Q & A sessions and mini-lectures
 using the online discussion forums
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Test comprehension on short learning units
Review material for the entire thematic module
Evaluate understanding with major in-class exam
Evaluate overall comprehension with final examination
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Textbook installments available at Jacob’s Copy
Center throughout the semester
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availability announced in class
chapter study guides are available online
readings should be completed before class meeting
Podcasts & lecture slides available on UBlearns
Other online material available through UBlearns
and from the Addiction Science Network website
Reserve list at UGL may be used
Student is responsible for ‘mastering’ the material
and asking questions for clarification
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Based on three exams (20% each) administered
during regularly scheduled class periods
grades are not “curved” but based on absolute grading
criteria (A- = 90%, B- = 80%, etc.)
 exams are allotted the full class period
 exams typically 75 to 90 objective-type questions
 exams are somewhat ‘speeded’ like the GREs
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Online quizzes (10% total, minimum 10 quizzes)
Comprehensive final exam (30% or 75% of the
overall course grade, performance based)
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Grade assignment from the instructor’s point of
view:
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“C-level” students demonstrate a basic competency
in the subject matter being able to explain where and
how prototypic addictive drugs work to produce an
addiction
“B-level” students are able to explain how scientists
know this to be true citing pertinent empirical
evidence
“A-level” students can defend this position in a
lively debate against and ‘educated’ opponent
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Term Exams (3 x 20%)
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major emphasis on readings and lecture material but
material discussed in class may also be included as
well as material from the Discussion Boards
make-up exams allowed only under exceptional
circumstances and with prior approval of the
instructor and must be accompanied by verifiable
written documentation for the absence
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Quizzes (10%)
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major emphasis on online lecture material (i.e.,
podcast & slide content) but may also include
material from the assigned readings
make-up quizzes not allowed
 once begun must be completed within the time allotted
 open book/open note but insufficient time allowed for
looking up some answers
 scores from the lowest two quizzes will be dropped
from the grade computation which includes exams not
completed because of student or technical errors
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Final Exam (30% or 75%)
comprehensive exam covering the entire course
content (last final exam consisted of 240 questions)
 administered during final exams week
 constitutes either 30% or 75% of the overall course
grade based on individual student performance
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 if the score on the final exam exceeds the average of the
term exams and quizzes, then the final exam will
constitute 75% of the overall course grade
 otherwise the final exam will constitute 30% of the
overall course grade
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This is an upper level (elective) psychology
course that places responsibility for ‘learning’
largely on the student
The course becomes progressively more
difficult for most students
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later concepts build on earlier concepts
more material to learn, more difficult reading (e.g.,
details & level of analysis)
more biological orientation
Past course grades
average “C+”
 40 to 48% “A’s & B’s
 usually 10 to 14% “A’s”
 a few students have managed perfect or near
perfect exam scores (even on Exam #3)
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Modified flipped-classroom approach
Mean Exam Score
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90%
80%
70%
60%
Exam #1
Exam #2
Exam #3
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Students should expect to spend an average of
6 to 9 hours weekly outside of class meetings
on a regular basis throughout the semester and
more time in preparation for the exams
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some students may require considerably MORE
study time depending on their academic ability
a few students can perform well with less study time
(better students who could master the basic material
in less time tend to be working towards higher
grades which necessitates expending comparable
time to students struggling just to earn course credit)
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A few students have passed a comprehensive
exam based on the overall course content with a
score of 80% or better after studying the text on
their own for two weeks or less and without the
aid of the study guides, lecture slides, podcasts, or
consultation with the instructor
Because of the unique content of this course, they had no
more advanced preparation for the exam than other
academically talented (and hard working) students in our
department
 There is no excuse for failure other than an unwillingness
to do the work consistently throughout the semester
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More detailed information is available in the
course syllabus, including specific learning
objectives, detailed lecture schedule, and
statements on academic integrity and expected
classroom behavior
Post general questions regarding course
organization and related issues to the
appropriate Discussion Board on UBlearns
E-mail confidential questions directly to me
with “PSY451” included in the subject heading
www.AddictionScience.net/PSY451syl.htm
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What does the term “addiction” mean?
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What does the term “drug abuse” mean?
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What drugs are considered addictive by this
definition?
What drugs are considered abused by this
definition?
What does the term “dependence” mean?
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What are some examples of dependence?
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addiction: to use compulsively or
uncontrollably; to enslave
abuse: to use wrongly or improperly
habit: a constant, often unconscious, inclination
to perform some act, acquired through its
frequent repetition
addiction liability/potential: the tendency to
develop/produce an addiction
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dependence: state of being determined,
influenced, or controlled by something else;
subordination to someone or something
needed or greatly desired; required for normal
physiological or psychological function
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physical/physiologic/physiological
psychological/psychic
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Compare the course title/subject matter (i.e.,
Drug Addiction) vs. the National Institute on
Drug Abuse
Therein lies the difference—this course is about
drug addiction not drug abuse
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Addiction potential is a property of . . .
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the drug?
the individual?
the situation/circumstances (e.g., social setting?)
The common factor that has been identified is
the drug
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Some important characteristic of a drug’s
action is critically involved in producing an
addition
Attempts to identify personality characteristics,
social environment, etc. have been far less
successful than identifying common
characteristics of drug action
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Determine characteristics of addiction
Refine definitions of addiction
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typical characteristics
defining attributes
Develop scientific understanding of addiction
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behavioral processes
biological mechanisms
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Addictive drugs take a
horrific toll on
humanity
personal
 social
 economic
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But addictive drugs also
provide probes for
understanding brain
function
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addictive drugs provide a
tool for probing the mind
and its underlying
neurochemical and
neuroanatomical basis
From Smith et al., 1998.
From Bozarth, 1987.