University of Hawaii Maui College
Women and Addiction

1. Course Alpha. Please click on the ? to the right for help.

 SUBS

2. Course Number. Please click on the ? to the right for help.

 285

3. Course Title/Catalog Title. Please click on the ? to the right for help.

 Women and Addiction

4. Number of Credits. Please click on the ? to the right for help.

 3

5. Contact Hours/Type. Please click on the ? to the right for help.

 
  • Hour lecture (3)


6. Course Description. Please click on the ? to the right for help.

 

Examines girls and women's substance misuse/abuse/dependence in a socio-cultural context through the Person-In-Environment and Strengths perspectives. Explores common pathways to addiction, compares and contrasts physiological and psychological gender differences, impacts and consequences in the addiction process. Examines the unique treatment needs of this population and gender-responsive strategies to meet those needs. Includes gender specific and culturally competent treatment trends in Hawai`i.

 



7. Pre-Requisites. Please click on the ? to the right for help.

 

ENG 100 with C or consent.



8. Co-requisites.

 

None



9. Recommended Preparation.

 

none



10. Is this a cross-listed course? Please click on the ? to the right for help.

 NO


11. Reason for Proposal. Why is this course being proposed or modified? This question requires specific information as part of the explanation. Please click on the ? to the right for help.

 

Addiction treatment research now acknowledges the salient male and female differences in physiological and psychological effects of drugs; drug metabolism and elimination; psychosocial contributors and impacts of drug use/abuse; pathways to drug use/misuse/abuse/addiction; and sociocultural family and parenting responsibilities. All of these issues inform significant differences in treatment provision and services offered based on gender. Gender specific treatment is now considered an evidence based best-practice in the field.

 



12. Effective Semester and Year. For new or modified courses, the effective year is one year from the semester proposed. For example, if proposed in Spring 2012, the effective semester is Spring 2013. Please click on the ? to the right for help.

 Spring 2013

13. Grading Method. What grading methods may be used for this course? Please click on the ? to the right for help.

 
  • Standard (Letter,Cr/NCr,Audit) (0)


14. Is this course repeatable for credit? How often can this course be counted toward a degree or certificate? Please click on the ? to the right for help.

 NO

15. Course Student Learning Outcomes (SLOs). DO NOT ENTER TEXT IN THE TEXT BOX BELOW. Click on the yellow button "COURSE LEARNING OUTCOMES" and enter in that screen. Please click on the ? to the right for help.

 
 Course SLO/CompetencyExplain the socio-cultural and historical impacts of gender, race/culture/ethnicity and class discrimination on girls and women in Hawai`i and the US, including the correlation to addiction.Compare and contrast the gender differences in pathways, impacts and consequences of addiction.Describe and discuss the impacts of the socio-political trend toward incarceration and mandatory minimum sentencing for non-violent drug related offenses and resultant costs and consequences for children, families and the community.Examine the gender specific needs of girls and women with addiction, the prevalence of violent victimization, trauma and related co-occurring mental health disorders and the requisite continuum of care to meet those needs.Identify the barriers girls and women face in seeking, accessing and receiving appropriate addiction treatment and post-treatment recovery services.Compare and contrast contemporary gender-specific and gender-mixed treatment approaches and the fit for girls and women with addictive disorders.Explore common clinical and ethical issues that often arise when working with this special population.
Explain the gender based sociocultural contributors, correlates and consequences to substance abuse/addiction in girls and women including victimization, trauma, and co-occurring mental health disorders.

Describe common barriers girls and women face in seeking, accessing and receiving appropriate addiction treatment and post-treatment recovery services.

Compare and contrast the gender differences in the physiological and psychological aspects and impacts of the addiction process.

 

Describe and discuss the clinically responsive treatment approaches requisite to meeting the needs of girls and women, including trends in Hawai'i.


 Course SLO/PSLODevelop interpersonal skills that build appropriate, collaborative, respectful relationships with fellow students in the classroom and clients and professionals in the practicum setting.Demonstrate the attitudes, skills and knowledge base of client-centered, evidence-based helping strategies across a variety of populations in diverse human service settings.Identify vulnerable populations and the historical and contemporary social conditions that contribute to their vulnerability; consider advocacy strategies to help alleviate those conditions.Develop self-awareness of one's own values, interpersonal interaction styles, strengths and challenges that will impact the development of professionalism.Demonstrate knowledge and application of the values and attitudes of codes of ethics commonly used in the field of specialization (e.g. NOHS, NASW, CSAC, etc.)
Explain the gender based sociocultural contributors, correlates and consequences to substance abuse/addiction in girls and women including victimization, trauma, and co-occurring mental health disorders.

Describe common barriers girls and women face in seeking, accessing and receiving appropriate addiction treatment and post-treatment recovery services.

Compare and contrast the gender differences in the physiological and psychological aspects and impacts of the addiction process.

Describe and discuss the clinically responsive treatment approaches requisite to meeting the needs of girls and women, including trends in Hawai'i.



16. Course Competencies. DO NOT ENTER TEXT IN THE TEXT BOX BELOW. Click on the yellow button "COURSE COMPETENCIES/ISSUES/SKILLS" and enter text in that screen. Course competencies are smaller, simpler tasks that connect to and facilitate the SLOs.

 




Competency
Explain the socio-cultural and historical impacts of gender, race/culture/ethnicity and class discrimination on girls and women in Hawai`i and the US, including the correlation to addiction.
Compare and contrast the gender differences in pathways, impacts and consequences of addiction.
Describe and discuss the impacts of the socio-political trend toward incarceration and mandatory minimum sentencing for non-violent drug related offenses and resultant costs and consequences for children, families and the community.
Examine the gender specific needs of girls and women with addiction, the prevalence of violent victimization, trauma and related co-occurring mental health disorders and the requisite continuum of care to meet those needs.
Identify the barriers girls and women face in seeking, accessing and receiving appropriate addiction treatment and post-treatment recovery services.
Compare and contrast contemporary gender-specific and gender-mixed treatment approaches and the fit for girls and women with addictive disorders.
Explore common clinical and ethical issues that often arise when working with this special population.


17. Recommended Course Content and Timeline. The course content facilitates the course competencies. Course content may be organized by weeks, units, topics or the like.

 
Content
1-2 weeks - Overview and integration of Person-In-Environment and Strengths Perspectives.
2-5 weeks - Sociocultural, historical and contemporary impacts of sexism, racism/colonization, and socioeconomic class on girls and women in Hawaii and the continental US and the correlates to substance use/abuse/dependence.
2-3 weeks - Sociopolitical trends that influence the incarceration of those who commit non-violent, drug related crimes, and the long term impacts of those trends.
2-4 weeks - The prevalence of interpersonal violence against girls and women, the ensuing trauma and other common pathways to substance abuse/dependence and mental health issues.
1-3 weeks - Gender related physiological and psychological impact of the addiction process.
3-5 weeks - Best-practices in gender specific and trauma informed addiction treatment strategies.
1-2 weeks - Professional and ethical considerations.


18. 

 
  • Includes, but is not limited to: group discussions, group projects, group presentations, group exercises, group/team work in- and out-side of the classroom; appropriate rubrics. (0)
  • Includes, but is not limited to: assignments done outside of class in any discipline, such as math problems, reading and questions, chapter questions, critical thinking questions, class preparation; appropriate rubrics. (0)
  • Includes, but is not limited to: attendance, participation, readings, art projects, media reviews, reactions to speakers, critical thinking exercises, or reflective exercises; appropriate rubrics. (0)
  • Includes, but is not limited to: reading logs, reflective journals, mentoring logs, tutoring logs, personal growth journals, professional logs, service learning logs; appropriate rubrics. (0)
  • Includes, but is not limited to: speeches, class talks, drama presentations, oral readings, interviewing, capstone or other class presentations, oral presentations using technology, oral presentations given via technology; appropriate rubrics. (0)
  • Includes, but is not limited to: essay tests, objective tests, mid-term and final exams, unit exams, quizzes of all types, tests may be written, oral, computerized, in-class, take-home, at testing sites; appropriate rubrics. (0)
  • Includes, but is not limited to: term papers, essays, creative writings, reports, or reaction papers; appropriate rubrics. (0)

Method of EvaluationIncludes, but is not limited to: assignments done outside of class in any discipline, such as math problems, reading and questions, chapter questions, critical thinking questions, class preparation; appropriate rubrics.Includes, but is not limited to: attendance, participation, readings, art projects, media reviews, reactions to speakers, critical thinking exercises, or reflective exercises; appropriate rubrics.Includes, but is not limited to: essay tests, objective tests, mid-term and final exams, unit exams, quizzes of all types, tests may be written, oral, computerized, in-class, take-home, at testing sites; appropriate rubrics.Includes, but is not limited to: group discussions, group projects, group presentations, group exercises, group/team work in- and out-side of the classroom; appropriate rubrics.Includes, but is not limited to: reading logs, reflective journals, mentoring logs, tutoring logs, personal growth journals, professional logs, service learning logs; appropriate rubrics.Includes, but is not limited to: speeches, class talks, drama presentations, oral readings, interviewing, capstone or other class presentations, oral presentations using technology, oral presentations given via technology; appropriate rubrics.Includes, but is not limited to: term papers, essays, creative writings, reports, or reaction papers; appropriate rubrics.
Course SLOs
Explain the gender based sociocultural contributors, correlates and consequences to substance abuse/addiction in girls and women including victimization, trauma, and co-occurring mental health disorders.       
Describe common barriers girls and women face in seeking, accessing and receiving appropriate addiction treatment and post-treatment recovery services.       
Compare and contrast the gender differences in the physiological and psychological aspects and impacts of the addiction process.       
Describe and discuss the clinically responsive treatment approaches requisite to meeting the needs of girls and women, including trends in Hawai'i.       
Course Competencies
Explain the socio-cultural and historical impacts of gender, race/culture/ethnicity and class discrimination on girls and women in Hawai`i and the US, including the correlation to addiction.       
Compare and contrast the gender differences in pathways, impacts and consequences of addiction.       
Describe and discuss the impacts of the socio-political trend toward incarceration and mandatory minimum sentencing for non-violent drug related offenses and resultant costs and consequences for children, families and the community.       
Examine the gender specific needs of girls and women with addiction, the prevalence of violent victimization, trauma and related co-occurring mental health disorders and the requisite continuum of care to meet those needs.       
Identify the barriers girls and women face in seeking, accessing and receiving appropriate addiction treatment and post-treatment recovery services.       
Compare and contrast contemporary gender-specific and gender-mixed treatment approaches and the fit for girls and women with addictive disorders.       
Explore common clinical and ethical issues that often arise when working with this special population.       


Method of Evaluation
Includes, but is not limited to: assignments done outside of class in any discipline, such as math problems, reading and questions, chapter questions, critical thinking questions, class preparation; appropriate rubrics.
Includes, but is not limited to: attendance, participation, readings, art projects, media reviews, reactions to speakers, critical thinking exercises, or reflective exercises; appropriate rubrics.
Includes, but is not limited to: essay tests, objective tests, mid-term and final exams, unit exams, quizzes of all types, tests may be written, oral, computerized, in-class, take-home, at testing sites; appropriate rubrics.
Includes, but is not limited to: group discussions, group projects, group presentations, group exercises, group/team work in- and out-side of the classroom; appropriate rubrics.
Includes, but is not limited to: reading logs, reflective journals, mentoring logs, tutoring logs, personal growth journals, professional logs, service learning logs; appropriate rubrics.
Includes, but is not limited to: speeches, class talks, drama presentations, oral readings, interviewing, capstone or other class presentations, oral presentations using technology, oral presentations given via technology; appropriate rubrics.
Includes, but is not limited to: term papers, essays, creative writings, reports, or reaction papers; appropriate rubrics.


19. Program Learning Outcomes. DO NOT ENTER TEXT IN THE TEXT BOX BELOW. Click on the yellow button "PLOs" and enter text in that screen. Program Student Learning Outcomes (PLOs) supported by this course. If you are not a "program" use the Liberal Arts PLOs, view them by clicking on ? icon to the right.

 
Program SLO
Develop interpersonal skills that build appropriate, collaborative, respectful relationships with fellow students in the classroom and clients and professionals in the practicum setting.
Demonstrate the attitudes, skills and knowledge base of client-centered, evidence-based helping strategies across a variety of populations in diverse human service settings.
Identify vulnerable populations and the historical and contemporary social conditions that contribute to their vulnerability; consider advocacy strategies to help alleviate those conditions.
Develop self-awareness of one's own values, interpersonal interaction styles, strengths and challenges that will impact the development of professionalism.
Demonstrate knowledge and application of the values and attitudes of codes of ethics commonly used in the field of specialization (e.g. NOHS, NASW, CSAC, etc.)


20. College-wide Academic Student Learning Outcomes (CASLOs). FIRST, fill out the CASLO grid located in the UHMC tab above. Click on the HELP icon for tips on determining support for the CASLOs and indicate your choices below by clicking on the box in front of each supported CASLO. NOTE: Our campus does not use the Preparatory Level, Level 1 and Level 2 designations in the chart below.

 

selectedCreativity - Able to express originality through a variety of forms.

selectedPreparatory Level  
selectedCritical Thinking - Apply critical thinking skills to effectively address the challenges and solve problems.

selectedPreparatory Level  
 Information Retrieval and Technology - Access, evaluate, and utilize information effectively, ethically, and responsibly.

   
selectedOral Communication - Practice ethical and responsible oral communications appropriately to a variety of audiences and purposes.

selectedPreparatory Level  
 Quantitative Reasoning - Synthesize and articulate information using appropriate mathematical methods to solve problems of quantative reasoning accurately and appropriately.

   
selectedWritten Communication - Write effectively to convey ideas that meet the needs of specific audiences and purposes.

selectedPreparatory Level  



GenED SLO
Creativity - Able to express originality through a variety of forms.
Critical Thinking - Apply critical thinking skills to effectively address the challenges and solve problems.
Oral Communication - Practice ethical and responsible oral communications appropriately to a variety of audiences and purposes.
Written Communication - Write effectively to convey ideas that meet the needs of specific audiences and purposes.


21. Linking. CLICK ON CHAIN LINK ICON IN UPPER RIGHT HAND CORNER TO BEGIN LINKING. Please click on the ? to the right for help.

 

22. Method(s) of delivery appropriate for this course. Please click on the ? to the right for help.

 
  • Classroom/Lab (0)
  • HITS/Interactive TV (0)
  • Hybrid (0)


23. Text and Materials, Reference Materials, and Auxiliary Materials. Please click on the ? to the right for help.

 

TIP 51 - Substance Abuse Treatment: Addressing the Specific Needs of Women. A Treatment Improvement Protocol, Dept. of Health and Human Services, Substance Abuse and Mental Health Services Administration Center for Substance Abuse Treatment - available online at www.samhsa.gov (2009).

Women and Addiction: A Comprehensive Handbook. Brady, K (ed). Guilford Press (2009).

The Handbook of Addiction Treatment for Women: Theory and Practice. Straussner & Brown (ed). Jossey-Bass (2002)

 

 



24. Maximum enrollment. Please click on the ? to the right for help.

 24 - Pedagogy will require intensive small and large group discussion

25. Particular room type requirement. Is this course restricted to particular room type? Please click on the ? to the right for help.

 YES

Audio visual equipment, instructor computer, VHS/DVD player, moveable chairs, desks



26. Special scheduling considerations. Are there special scheduling considerations for this course? Please click on the ? to the right for help.

 NO

27. Are special or additional resources needed for this course? Please click on the ? to the right for help.

 

no



28. Does this course require special fees to be paid for by students? Please click on the ? to the right for help.

 NO

29. Does this course change the number of required credit hours in a degree or certificate? Please click on the ? to the right for help.

 

No



30. Course designation(s) for the Liberal Arts A.A. degree and/or for the college's other associate degrees. Please click on the ? to the right for help.

 
DegreeProgramCategory
AA Liberal Arts:AALE - Elective

IN - Human Understanding: The Individual
AS:Human Services - AllPE - Program Elective
AAS:Administration of JusticePE - Program Elective
BAS:ANYSS - Social Science
Developmental/
Remedial:		N/A 


31. Course designation(s) for other colleges in the UH system.

 

Working with UHWO and UH Hilo to accept course as related elective for their baccalaureate degrees.



32. Indicate the year and page # of UHMC catalog referred to. For new or modified courses, please indicate the catalog pages that need to be modified and provide a sheet outlining those changes.

 

UHMC 2011-2012 p. 141 to add SUBS alpha. Page 125 as noted: "See SUBS for related HSER courses" as noted in attachment to this document.



33. College-wide Academic Student Learner Outcomes (CASLOs). Please click on the HELP icon for more information.

 
Standard 1 - Written Communication
Write effectively to convey ideas that meet the needs of specific audiences and purposes.		  
Outcome 1.1 - Use writing to discover and articulate ideas. 3
Outcome 1.2 - Identify and analyze the audience and purpose for any intended communication. 1
Outcome 1.3 - Choose language, style, and organization appropriate to particular purposes and audiences. 1
Outcome 1.4 - Gather information and document sources appropriately. 2
Outcome 1.5 - Express a main idea as a thesis, hypothesis, or other appropriate statement. 3
Outcome 1.6 - Develop a main idea clearly and concisely with appropriate content. 2
Outcome 1.7 - Demonstrate a mastery of the conventions of writing, including grammar, spelling, and mechanics. 1
Outcome 1.8 - Demonstrate proficiency in revision and editing. 0
Outcome 1.9 - Develop a personal voice in written communication. 2
Standard 2 - Quantitative Reasoning
Synthesize and articulate information using appropriate mathematical methods to solve problems of quantative reasoning accurately and appropriately.		  
Outcome 2.1 - Apply numeric, graphic, and symbolic skills and other forms of quantitative reasoning accurately and appropriately. 1
Outcome 2.2 - Demonstrate mastery of mathematical concepts, skills, and applications, using technology when appropriate. 0
Outcome 2.3 - Communicate clearly and concisely the methods and results of quantitative problem solving. 1
Outcome 2.4 - Formulate and test hypotheses using numerical experimentation. 0
Outcome 2.5 - Define quantitative issues and problems, gather relevant information, analyze that information, and present results. 0
Outcome 2.6 - Assess the validity of statistical conclusions. 0
Standard 3 - Information Retrieval and Technology.
Access, evaluate, and utilize information effectively, ethically, and responsibly.		  
Outcome 3.1 - Use print and electronic information technology ethically and responsibly. 1
Outcome 3.2 - Demonstrate knowledge of basic vocabulary, concepts, and operations of information retrieval and technology. 1
Outcome 3.3 - Recognize, identify, and define an information need. 3
Outcome 3.4 - Access and retrieve information through print and electronic media, evaluating the accuracy and authenticity of that information.  1
Outcome 3.5 - Create, manage, organize, and communicate information through electronic media. 0
Outcome 3.6 - Recognize changing technologies and make informed choices about their appropriateness and use. 0
Standard 4 - Oral Communication
Practice ethical and responsible oral communications appropriately to a variety of audiences and purposes.		  
Outcome 4.1 - Identify and analyze the audience and purpose of any intended communication. 2
Outcome 4.2 - Gather, evaluate, select, and organize information for the communication. 3
Outcome 4.3 - Use language, techniques, and strategies appropriate to the audience and occasion. 2
Outcome 4.4 - Speak clearly and confidently, using the voice, volume, tone, and articulation appropriate to the audience and occasion. 1
Outcome 4.5 - Summarize, analyze, and evaluate oral communications and ask coherent questions as needed. 1
Outcome 4.6 - Use competent oral expression to initiate and sustain discussions. 2
Standard 5 - Critical Thinking
Apply critical thinking skills to effectively address the challenges and solve problems.		  
Outcome 5.1 - Identify and state problems, issues, arguments, and questions contained in a body of information. 2
Outcome 5.2 - Identify and analyze assumptions and underlying points of view relating to an issue or problem. 2
Outcome 5.3 - Formulate research questions that require descriptive and explanatory analyses. 1
Outcome 5.4 - Recognize and understand multiple modes of inquiry, including investigative methods based on observation and analysis. 2
Outcome 5.5 - Evaluate a problem, distinguishing between relevant and irrelevant facts, opinions, assumptions, issues, values, and biases through the use of appropriate evidence. 3
Outcome 5.6 - Apply problem-solving techniques and skills, including the rules of logic and logical sequence. 1
Outcome 5.7 - Synthesize information from various sources, drawing appropriate conclusions. 2
Outcome 5.8 - Communicate clearly and concisely the methods and results of logical reasoning. 1
Outcome 5.9 - Reflect upon and evaluate their thought processes, value system, and world views in comparison to those of others. 2
Standard 6 - Creativity
Able to express originality through a variety of forms.		  
Outcome 6.1: Generate responses to problems and challenges through intuition and non-linear thinking. 2
Outcome 6.2: Explore diverse approaches to solving a problem or addressing a challenge. 2
Outcome 6.3: Sustain engagement in activities without a preconceived purpose. 1
Outcome 6.4: Apply creative principles to discover and express new ideas. 2
Outcome 6.5: Demonstrate the ability to trust and follow one’s instincts in the absence of external direction 1
Outcome 6.6: Build upon or adapt the ideas of others to create novel expressions or new solutions. 1


34. Additional Information

 

Competency
Explain the socio-cultural and historical impacts of gender, race/culture/ethnicity and class discrimination on girls and women in Hawai`i and the US, including the correlation to addiction.
Competency
Compare and contrast the gender differences in pathways, impacts and consequences of addiction.
Competency
Describe and discuss the impacts of the socio-political trend toward incarceration and mandatory minimum sentencing for non-violent drug related offenses and resultant costs and consequences for children, families and the community.
Competency
Examine the gender specific needs of girls and women with addiction, the prevalence of violent victimization, trauma and related co-occurring mental health disorders and the requisite continuum of care to meet those needs.
Competency
Identify the barriers girls and women face in seeking, accessing and receiving appropriate addiction treatment and post-treatment recovery services.
Competency
Compare and contrast contemporary gender-specific and gender-mixed treatment approaches and the fit for girls and women with addictive disorders.
Competency
Explore common clinical and ethical issues that often arise when working with this special population.
Competency
Explain the socio-cultural and historical impacts of gender, race/culture/ethnicity and class discrimination on girls and women in Hawai`i and the US, including the correlation to addiction.

Course SLO

Explain the gender based sociocultural contributors, correlates and consequences to substance abuse/addiction in girls and women including victimization, trauma, and co-occurring mental health disorders.
Competency
Compare and contrast the gender differences in pathways, impacts and consequences of addiction.

Course SLO

Explain the gender based sociocultural contributors, correlates and consequences to substance abuse/addiction in girls and women including victimization, trauma, and co-occurring mental health disorders.
Competency
Describe and discuss the impacts of the socio-political trend toward incarceration and mandatory minimum sentencing for non-violent drug related offenses and resultant costs and consequences for children, families and the community.

Course SLO

Explain the gender based sociocultural contributors, correlates and consequences to substance abuse/addiction in girls and women including victimization, trauma, and co-occurring mental health disorders.
Competency
Examine the gender specific needs of girls and women with addiction, the prevalence of violent victimization, trauma and related co-occurring mental health disorders and the requisite continuum of care to meet those needs.

Course SLO

Explain the gender based sociocultural contributors, correlates and consequences to substance abuse/addiction in girls and women including victimization, trauma, and co-occurring mental health disorders.
Competency
Identify the barriers girls and women face in seeking, accessing and receiving appropriate addiction treatment and post-treatment recovery services.

Course SLO

Explain the gender based sociocultural contributors, correlates and consequences to substance abuse/addiction in girls and women including victimization, trauma, and co-occurring mental health disorders.
Competency
Compare and contrast contemporary gender-specific and gender-mixed treatment approaches and the fit for girls and women with addictive disorders.

Course SLO

Explain the gender based sociocultural contributors, correlates and consequences to substance abuse/addiction in girls and women including victimization, trauma, and co-occurring mental health disorders.
Competency
Explore common clinical and ethical issues that often arise when working with this special population.

Course SLO

Explain the gender based sociocultural contributors, correlates and consequences to substance abuse/addiction in girls and women including victimization, trauma, and co-occurring mental health disorders.
Competency
Explain the socio-cultural and historical impacts of gender, race/culture/ethnicity and class discrimination on girls and women in Hawai`i and the US, including the correlation to addiction.

Course SLO

Describe common barriers girls and women face in seeking, accessing and receiving appropriate addiction treatment and post-treatment recovery services.
Competency
Compare and contrast the gender differences in pathways, impacts and consequences of addiction.

Course SLO

Describe common barriers girls and women face in seeking, accessing and receiving appropriate addiction treatment and post-treatment recovery services.
Competency
Describe and discuss the impacts of the socio-political trend toward incarceration and mandatory minimum sentencing for non-violent drug related offenses and resultant costs and consequences for children, families and the community.

Course SLO

Describe common barriers girls and women face in seeking, accessing and receiving appropriate addiction treatment and post-treatment recovery services.
Competency
Examine the gender specific needs of girls and women with addiction, the prevalence of violent victimization, trauma and related co-occurring mental health disorders and the requisite continuum of care to meet those needs.

Course SLO

Describe common barriers girls and women face in seeking, accessing and receiving appropriate addiction treatment and post-treatment recovery services.
Competency
Identify the barriers girls and women face in seeking, accessing and receiving appropriate addiction treatment and post-treatment recovery services.

Course SLO

Describe common barriers girls and women face in seeking, accessing and receiving appropriate addiction treatment and post-treatment recovery services.
Competency
Compare and contrast contemporary gender-specific and gender-mixed treatment approaches and the fit for girls and women with addictive disorders.

Course SLO

Describe common barriers girls and women face in seeking, accessing and receiving appropriate addiction treatment and post-treatment recovery services.
Competency
Explore common clinical and ethical issues that often arise when working with this special population.

Course SLO

Describe common barriers girls and women face in seeking, accessing and receiving appropriate addiction treatment and post-treatment recovery services.
Competency
Explain the socio-cultural and historical impacts of gender, race/culture/ethnicity and class discrimination on girls and women in Hawai`i and the US, including the correlation to addiction.

Course SLO

Compare and contrast the gender differences in the physiological and psychological aspects and impacts of the addiction process.
Competency
Compare and contrast the gender differences in pathways, impacts and consequences of addiction.

Course SLO

Compare and contrast the gender differences in the physiological and psychological aspects and impacts of the addiction process.
Competency
Describe and discuss the impacts of the socio-political trend toward incarceration and mandatory minimum sentencing for non-violent drug related offenses and resultant costs and consequences for children, families and the community.

Course SLO

Compare and contrast the gender differences in the physiological and psychological aspects and impacts of the addiction process.
Competency
Examine the gender specific needs of girls and women with addiction, the prevalence of violent victimization, trauma and related co-occurring mental health disorders and the requisite continuum of care to meet those needs.

Course SLO

Compare and contrast the gender differences in the physiological and psychological aspects and impacts of the addiction process.
Competency
Identify the barriers girls and women face in seeking, accessing and receiving appropriate addiction treatment and post-treatment recovery services.

Course SLO

Compare and contrast the gender differences in the physiological and psychological aspects and impacts of the addiction process.
Competency
Compare and contrast contemporary gender-specific and gender-mixed treatment approaches and the fit for girls and women with addictive disorders.

Course SLO

Compare and contrast the gender differences in the physiological and psychological aspects and impacts of the addiction process.
Competency
Explore common clinical and ethical issues that often arise when working with this special population.

Course SLO

Compare and contrast the gender differences in the physiological and psychological aspects and impacts of the addiction process.
Competency
Explain the socio-cultural and historical impacts of gender, race/culture/ethnicity and class discrimination on girls and women in Hawai`i and the US, including the correlation to addiction.

Course SLO

Describe and discuss the clinically responsive treatment approaches requisite to meeting the needs of girls and women, including trends in Hawai'i.
Competency
Compare and contrast the gender differences in pathways, impacts and consequences of addiction.

Course SLO

Describe and discuss the clinically responsive treatment approaches requisite to meeting the needs of girls and women, including trends in Hawai'i.
Competency
Describe and discuss the impacts of the socio-political trend toward incarceration and mandatory minimum sentencing for non-violent drug related offenses and resultant costs and consequences for children, families and the community.

Course SLO

Describe and discuss the clinically responsive treatment approaches requisite to meeting the needs of girls and women, including trends in Hawai'i.
Competency
Examine the gender specific needs of girls and women with addiction, the prevalence of violent victimization, trauma and related co-occurring mental health disorders and the requisite continuum of care to meet those needs.

Course SLO

Describe and discuss the clinically responsive treatment approaches requisite to meeting the needs of girls and women, including trends in Hawai'i.
Competency
Identify the barriers girls and women face in seeking, accessing and receiving appropriate addiction treatment and post-treatment recovery services.

Course SLO

Describe and discuss the clinically responsive treatment approaches requisite to meeting the needs of girls and women, including trends in Hawai'i.
Competency
Compare and contrast contemporary gender-specific and gender-mixed treatment approaches and the fit for girls and women with addictive disorders.

Course SLO

Describe and discuss the clinically responsive treatment approaches requisite to meeting the needs of girls and women, including trends in Hawai'i.
Competency
Explore common clinical and ethical issues that often arise when working with this special population.

Course SLO

Describe and discuss the clinically responsive treatment approaches requisite to meeting the needs of girls and women, including trends in Hawai'i.
PSLO
Develop interpersonal skills that build appropriate, collaborative, respectful relationships with fellow students in the classroom and clients and professionals in the practicum setting.
PSLO
Demonstrate the attitudes, skills and knowledge base of client-centered, evidence-based helping strategies across a variety of populations in diverse human service settings.
PSLO
Identify vulnerable populations and the historical and contemporary social conditions that contribute to their vulnerability; consider advocacy strategies to help alleviate those conditions.
PSLO
Develop self-awareness of one's own values, interpersonal interaction styles, strengths and challenges that will impact the development of professionalism.
PSLO
Demonstrate knowledge and application of the values and attitudes of codes of ethics commonly used in the field of specialization (e.g. NOHS, NASW, CSAC, etc.)
PSLO
Develop interpersonal skills that build appropriate, collaborative, respectful relationships with fellow students in the classroom and clients and professionals in the practicum setting.

Course SLO

Explain the gender based sociocultural contributors, correlates and consequences to substance abuse/addiction in girls and women including victimization, trauma, and co-occurring mental health disorders.
PSLO
Demonstrate the attitudes, skills and knowledge base of client-centered, evidence-based helping strategies across a variety of populations in diverse human service settings.

Course SLO

Explain the gender based sociocultural contributors, correlates and consequences to substance abuse/addiction in girls and women including victimization, trauma, and co-occurring mental health disorders.
PSLO
Identify vulnerable populations and the historical and contemporary social conditions that contribute to their vulnerability; consider advocacy strategies to help alleviate those conditions.

Course SLO

Explain the gender based sociocultural contributors, correlates and consequences to substance abuse/addiction in girls and women including victimization, trauma, and co-occurring mental health disorders.
PSLO
Develop self-awareness of one's own values, interpersonal interaction styles, strengths and challenges that will impact the development of professionalism.

Course SLO

Explain the gender based sociocultural contributors, correlates and consequences to substance abuse/addiction in girls and women including victimization, trauma, and co-occurring mental health disorders.
PSLO
Demonstrate knowledge and application of the values and attitudes of codes of ethics commonly used in the field of specialization (e.g. NOHS, NASW, CSAC, etc.)

Course SLO

Explain the gender based sociocultural contributors, correlates and consequences to substance abuse/addiction in girls and women including victimization, trauma, and co-occurring mental health disorders.
PSLO
Develop interpersonal skills that build appropriate, collaborative, respectful relationships with fellow students in the classroom and clients and professionals in the practicum setting.

Course SLO

Describe common barriers girls and women face in seeking, accessing and receiving appropriate addiction treatment and post-treatment recovery services.
PSLO
Demonstrate the attitudes, skills and knowledge base of client-centered, evidence-based helping strategies across a variety of populations in diverse human service settings.

Course SLO

Describe common barriers girls and women face in seeking, accessing and receiving appropriate addiction treatment and post-treatment recovery services.
PSLO
Identify vulnerable populations and the historical and contemporary social conditions that contribute to their vulnerability; consider advocacy strategies to help alleviate those conditions.

Course SLO

Describe common barriers girls and women face in seeking, accessing and receiving appropriate addiction treatment and post-treatment recovery services.
PSLO
Develop self-awareness of one's own values, interpersonal interaction styles, strengths and challenges that will impact the development of professionalism.

Course SLO

Describe common barriers girls and women face in seeking, accessing and receiving appropriate addiction treatment and post-treatment recovery services.
PSLO
Demonstrate knowledge and application of the values and attitudes of codes of ethics commonly used in the field of specialization (e.g. NOHS, NASW, CSAC, etc.)

Course SLO

Describe common barriers girls and women face in seeking, accessing and receiving appropriate addiction treatment and post-treatment recovery services.
PSLO
Develop interpersonal skills that build appropriate, collaborative, respectful relationships with fellow students in the classroom and clients and professionals in the practicum setting.

Course SLO

Compare and contrast the gender differences in the physiological and psychological aspects and impacts of the addiction process.
PSLO
Demonstrate the attitudes, skills and knowledge base of client-centered, evidence-based helping strategies across a variety of populations in diverse human service settings.

Course SLO

Compare and contrast the gender differences in the physiological and psychological aspects and impacts of the addiction process.
PSLO
Identify vulnerable populations and the historical and contemporary social conditions that contribute to their vulnerability; consider advocacy strategies to help alleviate those conditions.

Course SLO

Compare and contrast the gender differences in the physiological and psychological aspects and impacts of the addiction process.
PSLO
Develop self-awareness of one's own values, interpersonal interaction styles, strengths and challenges that will impact the development of professionalism.

Course SLO

Compare and contrast the gender differences in the physiological and psychological aspects and impacts of the addiction process.
PSLO
Demonstrate knowledge and application of the values and attitudes of codes of ethics commonly used in the field of specialization (e.g. NOHS, NASW, CSAC, etc.)

Course SLO

Compare and contrast the gender differences in the physiological and psychological aspects and impacts of the addiction process.
PSLO
Develop interpersonal skills that build appropriate, collaborative, respectful relationships with fellow students in the classroom and clients and professionals in the practicum setting.

Course SLO

Describe and discuss the clinically responsive treatment approaches requisite to meeting the needs of girls and women, including trends in Hawai'i.
PSLO
Demonstrate the attitudes, skills and knowledge base of client-centered, evidence-based helping strategies across a variety of populations in diverse human service settings.

Course SLO

Describe and discuss the clinically responsive treatment approaches requisite to meeting the needs of girls and women, including trends in Hawai'i.
PSLO
Identify vulnerable populations and the historical and contemporary social conditions that contribute to their vulnerability; consider advocacy strategies to help alleviate those conditions.

Course SLO

Describe and discuss the clinically responsive treatment approaches requisite to meeting the needs of girls and women, including trends in Hawai'i.
PSLO
Develop self-awareness of one's own values, interpersonal interaction styles, strengths and challenges that will impact the development of professionalism.

Course SLO

Describe and discuss the clinically responsive treatment approaches requisite to meeting the needs of girls and women, including trends in Hawai'i.
PSLO
Demonstrate knowledge and application of the values and attitudes of codes of ethics commonly used in the field of specialization (e.g. NOHS, NASW, CSAC, etc.)

Course SLO

Describe and discuss the clinically responsive treatment approaches requisite to meeting the needs of girls and women, including trends in Hawai'i.

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