Outline

Overview

This unit aims to assist students in developing an evidence-based understanding of the epidemiology of substance use and its impact on health, and the effectiveness of methods for prevention and management of related problems. Research methods in relation to substance use disorders, and the needs of special populations are also considered.

Unit details and rules

Academic unit	Public Health
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	PUBH5114 or PUBH5115
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Carolyn Day, carolyn.day@sydney.edu.au

Type	Description	Weight	Due	Length
Small test	Quiz 1 Quiz	5%	Multiple weeks Closing date: 03 May 2020	n/a
Outcomes assessed:
Small test	Quiz 2 Quiz	5%	Multiple weeks Closing date: 07 Jun 2020	n/a
Outcomes assessed:
Participation	Discussion activity 1: Concern-o-meter In-class discussion	2.5%	Week 06	n/a
Outcomes assessed:
Participation	Discussion activity 2: Media In-class discussion, per-workshop preparation required	5%	Week 06	n/a
Outcomes assessed:
Participation	Discussion activity 3: research In-class discussion	5%	Week 06	n/a
Outcomes assessed:
Assignment	Assignment 1 Written assessment	30%	Week 07 Due date: 12 Apr 2020 at 23:00	2000 words
Outcomes assessed:
Participation	Discussion activity 4: Advocacy In-class presentation, per-workshop preparation required	10%	Week 11	n/a
Outcomes assessed:
Participation	Discussion activity 5: controversies in addiction In-class discussion, per-workshop preparation required	5%	Week 11	n/a
Outcomes assessed:
Participation	Discussion activity 6: Concern-o-meter revisited In-class discussion	2.5%	Week 11	n/a
Outcomes assessed:
Assignment	Assignment 2 Written assessment	30%	Week 12 Due date: 24 May 2020 at 23:00	2000 words
Outcomes assessed:

Assessment summary

Assignment perparation quiz: Students have the choice of completing an optional preparation quiz. The referencing activity is designed to encourage and support students in the use of appropriate scientific literature.
Assignments 1 and 2: For assigmment 1, students can choose from a list of provided topics and compile a review of the evidence for one of the public health interventions listed. For assignment 2, students are required to write a report adressing prevalence of substance use among a specific population. Students can choose one of the groups provided.
Discussion activities: All discussion activities are undertaken during the workshop. Some activities require pre-workshop preparation and/or reading. The workshops are structured to allow group activity and small group discussion. Students are expected to read the set material, make meaningful contribution to the discussion arrising from it and locate additional reference material relevant to the discussions if necessary.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
-	1. Drug treatment; 2. Specific populations - Aboriginal Australians and prisoners.	Online class (8.5 hr)
Multiple weeks	1. Introduction, 2. alcohol; 3. cannabis; 4. heroin and opioids; 5. stimulants; 6. ecstasy and other drugs	Online class (9 hr)
Week 06	1. Research I; 2. Research II; 3. Policy	Workshop (3 hr)
Week 11	Specific public health approaches to drug and alcohol problems in addition to discussion activities	Workshop (8 hr)

Attendance and class requirements

Workshop attendance: All workshops are compulsory, failure to attend the workshop(s) will result in a fail.
Readings and quizzes: In addition to the compulsory workshops, there are online lectures, compulsory readings and quizzes. It is expected that all students will review/listen/read all lectures and the
compulsory readings.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Atkinson JS, Prodan A, Livingston M, Knowles D, O'Donnell E, Room R, Indig D, Page A, McDonnell G, Wiggers JE: Impacts of licensed premises trading hour policies on alcohol‐related harms. Addiction 2018, 113:1244-1251.

Sherk A, Stockwell T, Chikritzhs T, Andréasson S, Angus C, Gripenberg J, Holder H, Holmes J, Mäkelä P, M. M, et al: Alcohol consumption and the physical availability of take- away alcohol: systematic reviews and meta-analyses of the days and hours of sale and outlet density. Journal of Studies on Alcohol and Drugs 2018, 79:58–67.

Lucke JC, Hall WD. Under what conditions is it ethical to offer incentives to encourage drug-using women to use long-acting forms of contraception? Addiction. 2012;107:1036–1041.

Olsen A, Banwell C, Madden A. Contraception, punishment and women who use drugs. BMC Women's Helath. 2014;14(5).

Heil, S. H., Hand, D. J., Sigmon, S. C., Badger, G. J., Meyer, M. C. & Higgins, S. T. Using behavioral economic theory to increase use of effective contraceptives among opioid-maintained women at risk of unintended pregnancy. Preventive Medicine. 2016; 92: 62-67.

Halpern SD. Financial incentives for research participation: Empirical questions, available answers and the burden of further proof. American Journal of the Medical Sciences 2011; 342(4): 290-3.

Wong JC, Bernstein M. Payment of research subjects for more than minimal risk trials is unethical. American Journal of the Medical Sciences 2011; 342(4): 294-6.

Hall, W. & Parker, M. The need to exercise caution in accepting addiction as a reason for performing euthanasia. Addiction. 2018; 113: 1178-1180.

Ashcroft, R. E. Euthanasia and the nature of suffering in addiction. Addiction. 2018; 113: 1183-1184.

Boer, T. Euthanasia and addiction: a comment from the Netherlands. Addiction. 2018; 113: 1184-1185.

Irving, A. Important patient and public (PPI) perspectives on addiction as a reason for performing euthanasia. Addiction. 2018; 113:1185-1186.

Seear, K. & Fraser, S. Euthanasia for what? Attending to the role of stigma in addiction‐related ‘intractable suffering’ and ‘incurability’. Addiction. 2018; 113: 1181-1182.

Hall, W. & Parker, M. Reasons for ambivalence about accepting addiction as a reason for performing euthanasia. Addiction. 2018; 113: 1186-1187.

Kelly, Y. J., Sacker, A., Gray, R., Kelly, J., Wolke, D., Head, J., & Quigley, M. A. (2012). Light drinking during pregnancy: still no increased risk for socioemotional difficulties or cognitive deficits at 5 years of age? Journal of Epidemiology and Community Health, 66(1), 41-48.

Murray, J. C., Burgess, S., Zuccolo, L., Hickman, M., Gray, R., & Lewis, S. L. (2016). Moderate alcohol drinking in pregnancy increases risk for children’s persistent conduct problems: causal effects in a Mendelian randomisation study. Journal of Child Psychology and Psychiatry, 57(5), 575–584.

Haber PS and Day CA. (2014) An overview of substance use and treatment from Australia. Substance Abuse 35:3, pages 304-308.

Hall W. (2015), What has research over the past two decades revealed about the adverse health effects of recreational cannabis use? Addiction, 110: 19–35.

Degenahrdt L, Sara, G, Mcketin R, Roxburgh A, Dobbins T, Burns L, Farrell M & Hall WD (2016). Crystallinemethamphetamine use and methamphetamine-related harms in Australia. Drug and Alcohol Review. DOI: 10.1111/dar.12426.

Darke, S. (2013). Pathways to heroin dependence: time to re-appraise self-medication. Addiction, 108(4), 659-667.

Roxburgh, A., & Lappin, J. (2020). MDMA-related deaths in Australia 2000 to 2018. International Journal of Drug Policy, 76, 102630.

Burton, R., Henn, C., Lavoie, D., O’Connor, R., Perkins, C., Sweeney, K., Greaves, F., Ferguson, B., Beynon, C., Belloni, A., Musto, V., Marsden, J. & Sheron, N. (2017). A rapid evidence review of the eff ectiveness and cost-eff ectiveness of alcohol control policies: an English perspective. The Lancet, 389: 1558–1580.

Australian Drug Strategy available at: https://www.health.gov.au/resources/publications/national-drug-strategy-2017-2026

Lee N & Jenner L (2013). Drug Treatments: psychological and medical interventions. In Ritter A, King T & Hamilton M. Drug Use in Australian Society. Oxford University Press, Melbourne: 199-225.

Berends L (2015) Pathways of care. In Haber P, Day C & Farrell M. Addiction Medicine: Principles and Practice. Melbourne: IP communications. pp 64-73.

Conigrave K, Lee K, Freeburn B (2015) Aboriginal and Torres Strait Islander Australians. In Haber P, Day C & Farrell M. Addiction Medicine: Principles and Practice. Melbourne: IP communications. pp 414-424.

Levy MH (2015) Drugs, alcohol and prisoners. In Haber P, Day C & Farrell M. Addiction Medicine: Principles and Practice. Melbourne: IP communications. pp 407-413.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. please see Canvas for more details
LO2. Describe the epidemiology of drug and alcohol use in Australia and elsewhere
LO3. Understand of the harms and burden of disease associated with of drug and alcohol use in Australia and elsewhere
LO4. Understand the key policy concepts applicable to drug and alcohol policy in Australia and elsewhere including the three pillars of policy and their evidence base (harm reduction, demand reduction and supply reduction)
LO5. Critique evidence for drug policies and programs, especially public health programs
LO6. Critique information about drug and alcohol policy and practice
LO7. Understand some the key treatment options for drug and alcohol problems and their evidence base
LO8. Understand and critique research practice and principles in the drug and alcohol field
LO9. Understand of the impact of drug and alcohol issues and policies on specific populations
LO10. Identify their own values and judgements; recognise and consider others’ (including those opposing) values and reflect on any changes informed by knowledge and evidence
LO11. Apply knowledge to local contexts

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

No changes have been made since this unit was last offered.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

PUBH5145: Alcohol, drug use and health

Semester 1, 2020 [Block mode] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect