This curriculum covers a combination of the following public child welfare competencies: ethnic sensitive and multicultural practice; core child welfare skills; social work skills and methods; and human development and social environment. Sections on assessment and intervention; treatment models, principles, and programs, self-help groups, the recovery process, and relapse prevention are included, as are models of the recovery process. website resources, and pre- and posttests. (78 pages)Hohman, M. M. (1998).

This open textbook for Concepts of Fitness and Wellness at Georgia Highlands College was created through a Round Seven ALG Textbook Transformation Grant.

This resource provides access to the Northern California Training Academy's Core for Social Workers Module 2 training materials. To learn more about the Academy, please visit humanservices.ucdavis.edu/academy.

In the present moment, the centrality of the criminal justice in how our society approaches substance use and abuse is under renewed scrutiny.  Students will independently read and watch videos assigned by the instructor and address in a critical and reflective manner on how social work practice with people who use drugs would be different in a world where drug use was not criminalized. 

This book was written by MSW students as their final project for their Capstone class. Students were each assigned a chapter of the book to write to show that they had achieved competency as a Master’s level social worker. Chapters were assigned based on student interest and experience in certain areas of the field.

Maybe you haven't heard of inhalants, but you probably come across them pretty often. Hair spray, gasoline, spray paint -- they are all inhalants, and so are lots of other everyday products. Many inhalants have a strong smell. That's why they're called inhalants: Some people inhale the vapors on purpose. Why would anyone do this? Because the chemicals in these vapors can change the way the brain works, and those changes can make people feel very happy for a short time. But inhalants can also do harm.

You may have heard it called pot, weed, grass, ganja or skunk, but marijuana by any other name is still a drug that affects the brain. Did you know marijuana can cause some people to lose focus on events around them? It makes others more aware of their physical sensations, and it has still more effects on other people. All these different changes are caused by chemicals that affect the brain. More than 400 chemicals are in the average marijuana plant. When smoked, heat produces even more of them!

Methamphetamine is a powerful drug. It acts by changing how the brain works. It also speeds up many functions in the body. Methamphetamine has a chemical structure that is similar to another drug called amphetamine that I explore in my magazine on stimulants. Methamphetamine can cause lots of harmful things, including inability to sleep, paranoia, aggressiveness, and hallucinations.

Natural High Presentations give students the opportunity to explore activities that give them a natural high and share it with others by answering the required questions and demonstrating or giving a visual example of their natural high.This assignment can be done in a brick and mortar classroom in person as well as in an online classroom using a program such as Flipgrid.

Research over the past decade has documented a strong relationship between substance abuse and problems of child abuse and neglect. Although many data collection systems do not gather accurate data on substance abuse and child welfare, most studies in the U.S. suggest parental substance abuse is a factor in one third to two-thirds of child involvement in the child welfare system. Parental substance abuse appears to be strongly associated with higher rates of physical abuse or neglect among families in community samples, higher rates of substantiated child maltreatment in cases referred into child welfare, higher rates of out-of-home placements, re-reports of abuse, and reentry into foster care. This study examined factors that help and hinder the process of collaboration based on in-depth interviews with respondents from substance abuse and child welfare fields working in five California counties with established formal collaborative policies and programs. This curriculum, which is grounded in the findings from the study, provides highlights of research and experiential activities in four primary areas that may be used independently or in combination: (a) overview of research on cross-systems collaboration, (b) promising models and elements for collaborative practice, (c) factors that help and hinder collaboration, and (d) facilitating communication and dealing with confidentiality issues across systems. (161 pages)Drabble, L., Osterling, K. L., Tweed, M., & Pearce, C. A. (2008).

Psychology is designed to meet scope and sequence requirements for the single-semester introduction to psychology course. The book offers a comprehensive treatment of core concepts, grounded in both classic studies and current and emerging research. The text also includes coverage of the DSM-5 in examinations of psychological disorders. Psychology incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.Senior Contributing AuthorsRose M. Spielman, Formerly of Quinnipiac UniversityContributing AuthorsKathryn Dumper, Bainbridge State CollegeWilliam Jenkins, Mercer UniversityArlene Lacombe, Saint Joseph's UniversityMarilyn Lovett, Livingstone CollegeMarion Perlmutter, University of Michigan

By the end of this section, you will be able to:Describe the diagnostic criteria for substance use disordersIdentify the neurotransmitter systems affected by various categories of drugsDescribe how different categories of drugs effect behavior and experience

By the end of this section, you will be able to:Recognize the goal of substance-related and addictive disorders treatmentDiscuss what makes for effective treatmentDescribe how comorbid disorders are treated

This resource provides access to each edition of the Northern California Training Academy's child welfare practice journal Reaching Out.

This resource provides access to the materials for the Recognizing Drug Abuse in the Home (and Cannabis follow-up) course designed for social workers in Northern California.

In Nothing To Rave About, students are asked to uncover why there has been a dramatic increase in the number of teens admitted to the emergency room after partying at a local dance club. During their investigation, they learn how ecstasy and other club drugs act on the nervous system. This game consists of three consecutive episodes with a continuous storyline and we recommend playing the episodes in order.

In Uncommon Scents, students investigate a chemical accident and learn about the health effects of exposure to toxic chemicals. They will discover that many common household products contain toxic chemicals, learn how inhaling these product can severely damage the nervous system and other parts of the body, and find ways to protect themselves from exposure to toxic vapors. This game consists of three consecutive episodes with a continuous storyline. We recommend playing the episodes in order

This item contains resources relating to the intersection of child welfare and substance abuse services. It includes: a draft outline trainers may use to blend components of sample training curricula; sample curricula on adult substance abuse and on alcohol and other drugs in the practice of child welfare; supplemental training resources including experiential exercises, sample case studies and training handouts; and a bibliography and copies of key articles from research and practice literature. In addition, two brief reference booklets--one on resources for training child welfare staff about substance abuse and one on elements of effective alcohol and drug training for child welfare professionals--are included. (260 pages) Louisell, M., & Drabble, L. (1997).