Credit:1-Quarter Hour
Clock Hours: 10 Contact Hours

Course Description

            The adolescent brain is particularly vulnerable to the influences and effects of drugs and alcohol.  The changes that are occurring in the adolescent brain increase its susceptibility to both short- and long-term damages from drugs and alcohol.  The still developing frontal lobes make it more difficult for the adolescent to weigh the consequences of his/her behavior and to act with thought rather than impulsively.  Participants in this workshop will explore the effects of alcohol, nicotine, marijuana, inhalants, steroids, and other drugs.  They will also learn how to share this information with adolescents to help them make wiser and more informed choices regarding drug and alcohol use.

Course Objectives

To become familiar with the structural changes that occur in the brain during adolescence.

To understand the cognitive and behavioral consequences of these changes regarding student achievement as it relates to the student’s ability to make-decisions, focus, comprehend, synthesize, recall, and apply information.

To understand how the adolescent brain is uniquely susceptible to short- and long-term consequences of drug and alcohol use, as well as to addiction.

To identify strategies to help adolescents understand the consequences of drug and alcohol use and abuse.

Student Expectations

Attend all class sessions.

Actively participate in class discussions and activities.

Complete a written assignment by designated completion date.

Level of Application

This course focuses on application and implementation levels.

Target Audience

Teachers, classroom assistants, counselors, administrators, club and activity advisors of students ages 10 to 25 (4th grade through college) parents, and community members, law enforcement officers, and everyone who works with children.

Methods of Instruction

During this course, the instructors methods of instruction will include lecture, large and small group activities, brainstorming, videotape presentations and/or participant presentations.

Grading Criteria

All participants must complete a written assignment to receive college credit. This course if offered for a letter grade. The following requirements are grading guidelines:

45% In-class activities

15% Class participation

40% Written assignment completed outside of class

Texts and Required Learning Materials

Participants will receive required text and materials the first class session.

Plans for Transferring Skills into the Work Setting

Methods for encouraging the transfer of newly acquired skills into the work setting will include discussion and problem solving groups; reading; sharing of successful strategies in class, and practicing new skills during the workshop.

Suggested Bibliography & Video References

Participants will receive a complete print and Internet reference list during the course.

Assignment Options

Design a mini-in-service for an audience of your choice to inform them about the effects of adolescent drug and alcohol use on the developing brain. How you will judge the effectiveness of your presentation. Possible audiences might include: your peers, parents, or students.

Create a display that illustrates the effects of violence on the developing brain. Include your target audience, the purpose, and goals of your display, and how you will judge the effectiveness of your display.

Using what you have learned about adolescent brain development, how can you improve your teaching strategies to target the adolescent learner? Give examples and reasons.

Create an assignment that meets your specific needs and/or interests. Check with the instructor.