Substance-Related Treatment Presentation Grading Guide ✓ Solved

Substance Related Treatment Presentation Grading Guide

Substance-Related Treatment Presentation Grading Guide

You are presenting to a group of high school students on the dangers of substance abuse. Create a 10- to 15-slide Microsoft® PowerPoint® presentation on substance-related disorders that includes the following:

  • Describes treatment options based on theoretical models and current research
  • Explains the behavioral criteria
  • Discusses potential causes and incidence rates

Include a minimum of two peer-reviewed sources. Format your presentation consistent with APA guidelines.

Paper For Above Instructions

Substance abuse is a significant public health issue that affects millions of individuals worldwide. This presentation aims to educate high school students about the dangers of substance-related disorders, treatment options, and the importance of understanding the underlying causes of addiction. The discussion will cover three main areas: treatment options based on theoretical models, behavioral criteria for substance-related disorders, and potential causes and incidence rates.

Treatment Options Based on Theoretical Models

Understanding the treatment of substance-related disorders requires knowledge of various theoretical models. The most common models include the medical model, psychological model, and social model. The medical model views addiction as a disease that requires detoxification and medication-assisted treatment. Effective treatments may include medications such as Methadone for opioid dependence and Naltrexone for alcohol use disorder (Volkow et al., 2014).

The psychological model focuses on behavioral therapies such as Cognitive Behavioral Therapy (CBT) and Motivational Interviewing (MI). CBT helps individuals identify and change harmful thought patterns and behaviors related to substance use. MI encourages individuals to explore their motivations for change in a non-confrontational manner (Miller & Rollnick, 2013).

The social model emphasizes the role of social factors such as family, community, and socioeconomic status. This approach advocates for support systems, including group therapy and community support organizations, to enable recovery (Marlatt & Witkiewitz, 2002).

Explaining Behavioral Criteria

The Diagnostic and Statistical Manual of Mental Disorders (DSM-5) establishes specific criteria for diagnosing substance use disorders. These criteria include a pattern of compulsive substance use, loss of control over intake, and continued use despite adverse consequences (American Psychiatric Association, 2013). Affected individuals often experience tolerance and withdrawal symptoms, which further complicate their recovery process.

Understanding these criteria is essential in recognizing when an intake leads to a disorder. Educating students about these criteria can help them identify substance use behaviors in themselves or their peers and seek help when necessary (Zalewska et al., 2021).

Potential Causes and Incidence Rates

Substance use disorders are influenced by a combination of genetic, environmental, and psychological factors. Research indicates that genetics can account for approximately 40-60% of an individual's vulnerability to addiction (Goldman et al., 2005). Additionally, adverse childhood experiences, peer pressure, and mental health issues such as depression and anxiety can exacerbate substance use (Kendler et al., 2013).

Statistical data reveals alarming incidence rates, particularly among adolescents. According to the National Institute on Drug Abuse (NIDA, 2021), approximately 19.4% of adolescents aged 12 to 17 reported using illicit drugs at least once in their lifetime. Opioid misuse has also seen a dramatic increase, with overdose deaths involving opioids among teens rising significantly over the past decade (CDC, 2020).

Conclusion

In conclusion, the dangers of substance abuse cannot be overlooked, especially among high school students who are at a formative stage in their lives. By understanding treatment options grounded in theoretical models, recognizing behavioral criteria, and being aware of the causes and incident rates, students can better protect themselves and their peers from the risks associated with substance use. Education plays a crucial role in prevention, and this presentation serves to empower students with the knowledge to make informed decisions about substance use.

References

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author.
  • CDC. (2020). Drug overdose deaths. Centers for Disease Control and Prevention. Retrieved from https://www.cdc.gov/drugoverdose/deaths/index.html
  • Goldman, D., Oroszi, G., & Ducci, F. (2005). The genetics of addictive disorders. Psychological Medicine, 35(8), 1171-1178.
  • Kendler, K. S., Prescott, C. A., & Neale, M. C. (2013). Risky behaviors and psychiatric illness: A genetic perspective. Psychological Medicine, 43(4), 851-862.
  • Marlatt, G. A., & Witkiewitz, K. (2002). Harm reduction approaches to the treatment of addictive behaviors. Addictive Behaviors, 27(5), 865-886.
  • Miller, W. R., & Rollnick, S. (2013). Motivational interviewing: Helping people change (3rd ed.). New York: Guilford Press.
  • NIDA. (2021). Trends & stats. National Institute on Drug Abuse. Retrieved from https://www.drugabuse.gov/drug/topics/trends-statistics
  • Volkow, N. D., McLellan, A. T., & Cotto, J. H. (2014). Characteristics of medical users of prescription opioids who may be at risk for opioid use disorder. Substance Abuse, 35(3), 194-199.
  • Zalewska, A., Gawęda, B., & Włodarczyk, J. (2021). Recognition and treatment of substance use disorders in adolescents. Archives of Psychiatry and Psychotherapy, 23(4), 31-41.

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