Welcome to the University of the We= st of Scotland and to Alcohol and Drugs Studies. In this booklet, which supplements the University’s own student information booklet, you will hopefully find answers to most of the questio= ns you might have about getting the most from your period of study with us. As= a postgraduate student many of you will have experienced University life befo= re. Some if you without a degree may find study at this level and at this pace a little daunting. Remember there are plenty of sources of helpful advice = 211; much of which is contained in this handbook. Other students can be a very useful source of advice and information, so get online in Blackboard, our V= LE or ‘virtual learning environment’, and start emailing each other. Those of you studying here at our Paisley Campus should always try to sit n= ext to someone or go for coffee with other students and start conversations - between lectures of course! You might even enjoy it. Finally we have worked hard on this handbook so please read it. Please feel able to contact us with your comments and suggestions for improvement.

= Your responsibilities as a student:

It’s your responsibility:

To be properly enrolled: this is especially important if you study part time or by distance learning. If you are not enrolled we wi= ll not be able to record any marks for you in the BANNER system
To access your assignment in the VLE on ti= me and submit assessable work by the deadline
To submit assessable work in a format supported by the University (at this time it’s Microsoft word or= in a rich text format.

To regularly check your emails as this is = how your tutor will contact you

To read and prepare for all lectures and tutorials both on campus and online.

To take an active part in your learning by reading and discussing this with your= tutor and other students

It’s your right=

To complain if you believe you have been unfairly treated. Contact your student rep who = will raise this issue for you. You may also contact student support services for help too.

Registration and= enrolment

ON CAMPUS STUDY

Programme enrolment and module registration instructions for new and continuing students should please read the following notes carefully in advance of your registration session to en= sure that your registration at the University goes as smoothly and quickly as possible.

It is important that you attend your registration and enrolment sessions on the dates and at the correct times a= nd places. If you fail to attend at the specified times, you are likely to inc= ur considerable delay, and it may not be possible to complete your registration until a later date. Please bring with you the following documents:

• Your award letter from the Students Awards Agency for Scotland/or other awarding authority/or a letter authorising charging of fees to your sponsor/or your due deposit.

• Documentary evidence of your entry qualifications, (if they have not been seen previously.)

• Non EU Students: your passport, (if applicable) a valid visa and due payment.

On arrival, you should proceed to t= he appropriate venue as shown on the Welcome schedule where you will receive y= our registration documents. Student Guides will be on hand to give directions during the week of official registration and enrolment. It is important that you check (or complete) the information carefully on all documents, and ensure that the details of your chosen programme are accurate. Advice will be available from members of staff, if required, along with information about your class grou= p, book lists etc. Please note t= hat fees are calculated based on module registrations.

Any subsequent changes to your modu= le registration must be made with your advisor of study no later than 6 weeks after the start of the trimester. Failure to do this may result in your exclusion from Blackboard and delays in processing results. At this stage you will be required= to confirm arrangements for the payment of your fees. On completion of enrolment you wil= l have your photograph taken and will then receive a session 2008/09 student photo= -ID card.

PART TIME STUDY BY DISTANCE LEARNIN= G

As a new= or continuing part time student you should have been posted enrolment documents to begin = or to continue with your study. Complete the module selection form and return = it to Student Administration as soon as possible. You are responsible for ensu= ring that your module registrations for the forthcoming session are correct. Module registration forms the basi= s of examination registration and results processing. It is therefore essential = that you complete the module registration process before proceeding further as f= ees are calculated based on module registrations. Any subsequent changes to your mod= ule registration must be made with your advisor of study no later than 6 weeks after the start of any trimester. Failure to do this may result in your exclusion and delays in processing results of your assessments. New students enrolling by post wil= l be required to have 2 passport sized photographs for their student identificat= ion card.

<= o:p>

PROGRAMME OVERVI= EW

Online and on campus participation = is encouraged to develop ability in analysis, communication and presentation. = One of the unique aspects of our programme is that through timetabling and use = of the VLE, distance learners can interact not only with other distance learni= ng students but also with campus attendees. This makes the pool of shared knowledge broader and richer. Since 2001 all students, whether they study online or on campus, are given interactive learning support materials in the form of a series of core materials for most modules, containing essential reading relevant to the course and suggestions for supplementary study. In addition to core text reading, lectures, seminars and online support via Bl= ackboard are used. Printed materials written by University lecturers are available to students. Influencing the cognitive, affective and psychomotor domains of learning are key elements in education. Consequently, learning methods range from knowledge/information provision (lecture) to attitude change (exploration and discussion) and behaviour change (skill rehearsal, practice placement).

The philosophy which underpins the course (which is provided by the Drug & Alcohol Research and Teaching (DART) Centre, part of the Institute for Health and Applied Social Research (IASHR) is that all drug problems, including alcohol or other related probl= ems, involve an interaction between the drug, the individual and the environment. Therefore, the programme provides a broad critical perspective on alcohol a= nd other drugs, including inputs related to pharmacology, psychology and relev= ant alcohol and drugs social policy.

Students will gain an appreciation = of the processes involved in an individual becoming a problem alcohol or drug = user and will examine the various factors that can influence behaviour change, including legal, educational or criminal justice based interventions. The social, political, legal and health issues concerning alcohol and drug prob= lems and harm reduction, including blood-borne viruses and mental health, will be considered.

Many students are involved in work = with problem drinkers/drug users. It is important that students are able to recognise the similarities and differences between alcohol and other drugs = in terms of understanding their use, related problems, intervention strategies= and the ideological debate that ensues between abstinence and harm reduction.

Students will be able to rehearse intervention methods. Throughout the programme of study, emphasis is placed= on the importance of a multi-disciplinary approach to the understanding of alc= ohol and drug problems.

Th= e School of Social Sciences teaching team responsible for Alcohol and Drugs Studies is strongly committed to maintain= ing a friendly, supportive and informal learning environment and greatly values= the active involvement of students. In particular, we value your feedback on all aspects of your experience as a student in the School, and encourage you to express your views, both positive and negative, through a variety of channe= ls:

· = Through the different module co-ordinators who are responsible for t= he regular review of the content and delivery of their individual modules, and= who will ask you to complete a separate evaluation questionnaire for each modul= e;

· In regular discussions with your Personal Tutor;

· = Through your Programme Leader who has oversight of the quality of yo= ur programme of study, discusses the programme regularly with external examine= rs, and completes an annual report for the University's quality assurance procedures;

· = Through student representatives;

· = Through discussions with the Student Liaison Officer/School Office;<= b>

· &n= bsp; Through the different questionnaires and discussion boards you will = have an opportunity to complete.

You should always ex= press your views quickly and seek to resolve a problem early by working with those members of staff most directly involved.

Contacting teach= ing and support staff

Ken Barrie &= nbsp; (Programme Leader) 0141 848 3140 &= nbsp; ken.barrie@uws.ac.uk

Iain McPhee (Lec= turer) &= nbsp; 01= 41 848 3524 = ; iain.mcphee@uws.ac.uk

Linda Cusick (Reader) = &= nbsp; 0141 849 3449 &nbs= p; linda.cusick@uws.ac.uk<= /p>

Alison Fitzpatrick (Admin Support) = 0141 848 3788 &= nbsp; alison.fitzpatrick@uws.ac.uk

Programme Inform= ation

Working within the addiction field can be both exciting and challenging and certain= ly rewarding. All students wishi= ng to enter the addictions field often find this considerably easier on gaining a= ny one of our postgraduate qualifications in Alcohol and Drugs Studies. These exit qualifications are:=

Postgraduate Certificate
Postgraduate D= iploma
MSc in Alcohol= and Drugs Studies

The specific aims of = this postgraduate programme are to develop:

Critical analysis and problem based learni= ng skills, which are transferable to employment in the field= .

A critical understanding of the social, le= gal, political issues which underpin policy, prevention and treatment interventions in alcohol and drugs use and misuse.

Critical understanding of the nature and extent of alcohol, drug use and problems.
Critical appreciation of the processes and methods involved in = changing problem behaviours.
A critical understanding of the importance of a multi-disciplin= ary approach to alcohol and drug problems.
Critical awareness of the research literature linking theoretic= al issues in a practice based setting.
Collect and analyse data for a substantial piece of independent research and submit findings in a dissertation format.

Admission

Prospective Alcohol a= nd Drugs Studies students must be able to satisfy the general admission requirements of the University of the West of Scotland as specified in sect= ion 6 of the University Regulatory Framework (7^th edition) together = with the following requirements: a first degree or equivalent in an appropriate discipline from a UK or equivalent institution.

Non-standard Entr= y

Entry to this postgraduate programme may be ope= n to applicants who do not hold a first degree if they can satisfy the minimum e= ntry requirements by conforming to the UWS APL/APEL Guidelines.

Di= rect Entry: RPL and CAT

Direct entry to the Diploma programme will requ= ire students to have completed a postgraduate certificate in an appropriate discipline or an acceptable equivalent from another institution. Graduates = of postgraduate addiction courses (PG Certificate and Diploma) in other higher educational institutions in the UK have been enabled to further their studi= es in Alcohol and Drug Studies at UWS to PG Diploma and MSc as a result of proactive implementation of the University’s policies and guidance on credit accumulation and transfer (CAT) and recognition of prior learning (R= PL). Significantly, members of the medical profession (general practitioners and psychiatrists in particular) have benefited from this flexibility, where 50= % of the credit (90 points at level 11) for the MSc may be claimed on the basis = of prior experience and medical qualifications.

PROGRAMME AND MO= DULE INFORMATION

A critical approach is taken by teaching staff towards all policies on alcohol and drugs, whether local, national or international and incorporated into teaching. Alcohol and Drug Studies provision is guided by the overarching aims of the University&= #8217;s Strategy for the Enhancement of Quality in Learning Teaching and Assessment (SEQLTA)[1] and is oriented to the improvement of student achievement and the quality of the student learning experience. In part this is achieved by increased flexibility in the delivery of programmes as well as enhanced support mechanisms. It is also clear that the University’s Alcohol and Drugs Studies provision is viewed by employers, in both statutory and voluntary bodies, as a key source of qualified staff for the varied and changing substance misuse field. =

The postgraduate programme structure

Postgraduate certificate in Alcohol and Drugs Studies (60 credits)

SCQF	Module= Code	Module= title	Credit= s	Trimes= ter	Commen= ts
11	SOCY11001	Understanding Substance Use and Addiction	20	1
11	SOCY11002	Responding to Substance Use and Addiction	20	1 on campus 2 on line
11	SOCY11007	Placement	20	2

Students wishing to e= xit with the Pg. Certificate should pass all 3 modules outlined in the above ta= ble at 40% or above. Students who successfully complete the requirements for the Pg. Certificate may progress= to the Pg. Diploma. <= /span>

Many part time studen= ts will complete the practice placement in their work setting. Students will be allocated a place= ment supervisor who will provide ongoing support during the placement and comple= te a report the student’s progress in acquiring skills, attitudes, reflect= ive practice and application of theory outlined in the 2 core modules – ‘Understanding’ and ‘Responding’ in the table above.

To achieve a successf= ul completion of the placement and exit with the Pg Certificate in Alcohol and Drug Studies, students will complete a written report demonstrating achieve= ment of learning outcomes: the Placement Report, 2500 words.

Postgra= duate Diploma in Alcohol and Drugs Studies (120 credits)

SCQF	Module= Code	Module= title	Credit= s	Trimes= ter	Commen= ts
11	SOCY11001	Understanding Substance Use and Addiction	20	1
11	SOCY11002	Responding to Substance Use and Addiction	20	1 on campus 2 on line
11	SOCY11003	Research Methods	20	1
	SOCY11007	Placement	20	2	Research or practice
11	SOCY11004	Applied Theory Review	20	2
11	SOCY11005	Research Philosophy	20	2	elective
11	SOCY11006	Practice of Change	20	2	elective

&n= bsp;

MSc in Alcohol and Drugs Studies (180 credits)

SCQF

Module= Code

Module= title

Credit= s

Trimes= ter

Commen= ts

N/A

PG Diploma

120

SOCY11008

Masters Research Project

Year 2

The Postgraduate Diploma in Alcohol and Drugs Studies allows students to choose between a practice of change or research pathway which will reflect their career aspirations. This is achieved by offering a placement in either a practice / service based setti= ng or a research based setting. <= /span>

Students wishing to e= xit with the Masters award in Alcohol and Drugs Studies should pass the triple module outlined in the above table. The module is assessed by a dissert= ation based on independent research carried out by the student.=

&= nbsp;

All three exit awards have a placement element where students can apply their learning in either a research or practice placement. This is an important dimension to increasing employability as well as enhancing career prospects= .

Online materials in the form of core reading handbooks will be made available to all students for this programme. Regardless of whether the study mo= de is on campus, online or a blended mix of both, students will receive lectures = and seminar groups, utilising blended teaching and learning methods, and receive individual tutorials online and on campus utilising all features of the VLE= Blackboard.

Part time Postgraduat= e Certificate students may on successful completion of the requirements for the Certifica= te (60 credits) progress to the Diploma. Progression to MSc is based on the completion of the PG Diploma requirements with marks of 60% (B1 grade) or a= bove in all modules and who receive a distinction. Put simply all students who receiv= e a distinction are eligible for progression to MSc. The MSc. research dissertation is = a triple module (60 credits). Al= l exit qualifications may be studied full time, part time or on line. <= /span>

&n= bsp;

Attendance

Attendance at all formal classes is essential. All attendance on campus is monitored, an attendance form will be pa= ssed round before lectures or tutorials begin.&= nbsp; All full time students given an SAAS award must attend as a conditio= n of their grant award. Failure to= give a reasonable excuse for non attendance will result in SAAS demanding repaym= ent of any awards given.

Management of the Programme=

The postgraduate prog= rammes offered by Alcohol and Drugs Studies teaching and research staff are part of the Institute for Applied Social and Health Research management structures, supported by the School of Social Sciences and the Social Policy and Social= Work Learning and Teaching Committee. The latter is the main mechanism for quali= ty assurance and enhancement. Quality data is gathered directly from students = on the basis of their learning experiences as well as through the Staff Student Liaison Committee, which meets each trimester. These mechanisms gather and dissem= inate feedback to programme staff. The University conducts annual monitoring of quality enhancement.

Core reading materials

In the academic year 2008- 9 you wi= ll be given ‘core’ learning support materials for most modules in = the form of a book. In these core materials you will find some essential reading relevant to the course and suggestions for supplementary study. It is in yo= ur interests to supplement your reading, as evidence of further reading will be rewarded with higher marks when submitting work for assessment through Blackboard. The core materials will also contain questions and answers to h= elp with your study. In addition to core text reading, lectures and seminars wi= ll be provided for you as well as online support via Blackboard our online vir= tual learning environment (VLE). While there will be classes on campus, all of o= ur students will meet online where they can access course materials and intera= ct with their tutors and other students.

Blackboard
The VLE is a central hub where all students, regardless of study mode meet in real time (synchronous) and on discussion boards (asynchronous) onl= ine.

Teaching staff have all gained valuable teaching experience on Black= board, the VLE chosen by the University of the West of Scotland, in supporting all students. Staff utilise most of the VLE utilities available to them and all learning and teaching materials, including assessments, are uploaded and downloaded through this platform. Student feedback is collected also via the VLE, and this forms part of the module evaluation feedback given to our Learning and Teaching Committee (LTC) meetings.

At the st= art of term, you are automatically registered on your chosen modules and by logging into Blackboard you can access notes and handouts, communicate with your lecturer and fellow students and view assignments.

How to lo= gin from home: Enter the address into your browser: http://blackboard.paisley.ac.uk (Note that there i= s no www in the address)

&nbs= p;

On campus= : Login to = the student network with your username and password which will be your 8 digit Banner identification number, your default password will be <= /b>

&nbs= p;

The stude= nt website is displayed on the screen:

&nbs= p;

.

&nbs= p;

&nbs= p;

&nbs= p;

Click on the Access Blackboard <= /b>button
The Blackboard opening page is presented:

&nbs= p;

&nbs= p;

&nbs= p;

&nbs= p;

&nbs= p;

Your u= sername is made up of the letter ‘B’ + 8 digits assigned to you at matr= iculation e.g. b43232454

&nbs= p;

Your p= assword is set as your date of birth in ddmmyy format as 6 digits e.g. 130187<= /o:p>

&nbs= p;

(Note, wh= en typing your password, it is displayed as a series of stars for security purposes). Once you’ve entered your username and password, press enter, or click the= Login button. You should change your password after your first login so that no one else can access your account. Instructions for changing your password are given below.<= /p>
&nbs= p;

What do I do if I can’t login?

Contact I= CT reception, based in J304 phone 0141 848 3707. Once you have successfully logged = in, your home page is displayed:

&nbs= p;

&nbs= p;

This page= shows all the modules you are registered on (under the “My Courses&#= 8221; box).

&nbs= p;

It also s= hows any Announcements, Calendar Events or Tasks posted by your lecturer.

&nbs= p;

Down the = left hand side, a Tools box is displayed.

&nbs= p;

You can u= se these buttons to perform such tasks as change your password, send an email = etc.

&nbs= p;

Changing = your Blackboard password

&nbs= p;

From your= home page, in the “Tools” box, click Personal Information.

&nbs= p;

&nbs= p;

&nbs= p;

&nbs= p;

&nbs= p;

Choose the second option on the list - Change Password.

Now compl= ete the change password form:

&nbs= p;

&nbs= p;

&nbs= p;

&nbs= p;

Click the= Password box.        =             &nb= sp;

&nbs= p;

Your new password should be at least 6 digits long and should contain a mixture of letters and numbers.

&nbs= p;

Once you = have typed your new password, click the Verify Password box.<= /span>

&nbs= p;

Retype the password to verify that it is correct.

&nbs= p;

Click the= Submit box.

&nbs= p;

A message= will appear to confirm that your password has been updated, click OK.

&nbs= p;

Click = OK again to return to your Home Page.

&nbs= p;

How do I access information in my module?

Select the module you require from the “My Courses” box on your home page<= span style=3D'mso-spacerun:yes'>

&nbs= p;

&nbs= p;

&nbs= p;

When you enter the module, you will be presented with a page similar to the= one below. This is the Announcements page for the module ‘Professionalism= and Personal Responsibility’.

It is spl= it into two frames, the menu navigation buttons are shown down the left hand s= ide and the “view port” or display window is shown on the right.

&nbs= p;

&nbs= p;

The An= nouncements page is displayed by default when you first enter a module.

Current reminders and updates are automatically shown, to view earlier announcement= s, click on the other tabs e.g. view last 7 days, view last 30 days etc.<= /o:p>

&nbs= p;

The Co= urse Information button presents information about how your module is organi= sed e.g. syllabus, assessment guidelines, attendance policy etc.

A typical layout is shown below, files may be organised into folders pertaining to certain module units.

&nbs= p;

&nbs= p;

Click on = the required file to view the contents and use the browser back button to close= the file and return to the menu.

&nbs= p;

Staff information shows contact details and available times for your lecturer.<= o:p>

&nbs= p;

The Co= urse Documents area shows folders and files containing information specific = to your module. The files can be Word documents, Excel spreadsheets, PowerPoint presentations etc. (Note: the bigger the file, the longer it takes to open)=

&nbs= p;

The As= signments area is used for exchanging coursework files between students and lecturers. Use the “View/Complete Assignment” link to upload/download file= s.

Quizzes a= nd Surveys may also be shown here.

&nbs= p;

The Co= mmunication button displays a submenu as displayed below.

&nbs= p;

The Bi= bliography button provides a list of relevant reading materials.

&nbs= p;

External = links contains= links to other websites containing related resources.

&nbs= p;

Tools button contains a similar set of buttons as on your home page plus some additional options to change the layout etc.

&nbs= p;

Communica= tion sub-menu:

&nbs= p;

Collabora= tion is used = to support online tutorial sessions via text chat with question and answer opt= ions.

&nbs= p;

Discussion Boards are used for developing discussion related to your module. Students can “post” their views to the discussion board and read other entries.

&nbs= p;

Group Pag= es are used= to support small group working e.g. project groups.<= /o:p>

&nbs= p;

The Ro= ster provides a list of students registered on this module.

&nbs= p;

Send emai= l button i= s used to communicate with other students, or lecturers on the module.<= /span>

&nbs= p;

If, at any time, you are unsure of what page you are on, you can return to your home p= age at any time, by clicking the “My Modules” tab.

Changing = your email address in Blackboard The blackboard email system is for contacting tutors and students for the module you are in when using the email facility= .

&nbs= p;

By defaul= t, your email address is set to your University of the West of Scotland student email address for example:

&nbs= p;

B00123456= @uws.paisley.ac.uk
&nbs= p;

You may w= ant to change this to your own email account to send/receive emails from an alternative email system that you currently use.

&nbs= p;

To achieve this, you need to set up a forwarding rule in your Univers= ity email inbox.

To do this:

Access the University student email system on

http://student.uws.ac.uk:8900/

Or

https://student.uws.ac.uk:2050/

Login with your username and password=

(Username is your student id e.g. B00321456 your password is your date of birth in a s= ix-digit format e.g. 070683)

Use the Options icon

&nbs= p;

Now choose Mailbox Management

=

&nbs= p;

To set the email forwarding conditions, enter your alternative email address

(e.g. susan@hotmail.com= ) in the “Forward all new messages” box.

&nbs= p;

&nbs= p;

Click "Save" to confirm your changes and "Close" = the window.

Send yourself a test message to check that the forward condition is working correctly.

&nbs= p;

Sending an email in Blackboard

&nbs= p;

To send an email, select the module you require.

&nbs= p;

Click the= Communication button.

&nbs= p;

&nbs= p;

&nbs= p;

Choose Send Email

&nbs= p;

&nbs= p;

You can c= hoose the group of people you want to send a message to, the most commonly used options are:

&nbs= p;

Select Us= ers (to send= a message to one, or a few people)

All Users= (to send= a message everyone including students and staff)

All Instr= uctor Users (to send a message to all staff on this module)

&nbs= p;

Highlight= the users you wish to send the email to (and use the right arrow button to move= the name into the ‘Select’ box), then enter your subject heading and message.

&nbs= p;

&nbs= p;

&nbs= p;

&nbs= p;

You can a= ttach a file, by clicking Add and browsing to the required file. Click on subm= it when finished.

&nbs= p;

&nbs= p;

&nbs= p;

Opening and Saving Files

&nbs= p;

To view t= he information on a module, select the module you require from the “My Courses” tab. The module home page is displayed, just like the sc= reen below. It is split into two f= rames, the menu navigation buttons are shown down the left hand side and the “view port” or display window is shown on the right.=

&nbs= p;

&nbs= p;

To open a= file, for example in the Course Documents area click “Course Documents”

&nbs= p;

&nbs= p;

Various f= iles and folders are displayed, and they contain information specific to that mo= dule. Select a folder to view the available files, and then click on the title of= a file (underlined) to open it.

&nbs= p;

To close = the file again, click the browser “Back” button.<= /span>

&nbs= p;

You can maximise the screen size and therefore view a document more easily by openi= ng it in a new window. To do this, ri= ght click on the title of the file and choose Open in New Window. The full screen is used to display the file= and pages can be printed using File, Print from the browser menu. (This should = only be used for small documents – to print larger documents use the ̵= 6;Save Target As’ method described later to save the document and print outw= ith Blackboard – this gives more control over printing.)=

&nbs= p;

&nbs= p;

To close = the file again, click the close button found in the top right hand corner (X) to close the new window.

&nbs= p;

To save a= ny file, for offline reference and printing, right-click on the title of the file to display the quick menu.

&nbs= p;

Choose Save Target As

Your file= can be stored in a variety of places:

&nbs= p;

A: drive (floppy disk)      = ;          – only 1.44 Mb of storage

C: drive = (hard disk)       &= nbsp;         – suitable for saving files at home

H: drive = (home directory)      &n= bsp; – only suitable for saving files on campus, available for the duration of the semester

E: drive = (pen or zip drive) – this is usually the best option and it is wise to inv= est in this type of portable drive to save all of the work for this period of s= tudy with us.

&nbs= p;

Choose the appropriate drive and folder to store your file and enter a filename.<= /o:p>

Select Sa= ve and click OK.

= ;

Printing a file out from the VLE

The best = methods for printing your file is to save the file first, then print after logging = out of Blackboard.

&nbs= p;

In each c= ase, check the size of the file and only print those pages you require. It may n= ot be necessary to print the whole file and this could save you print credit.<= o:p>

Colour pr= inting is very expensive so make sure you use a black and white printer, or if you need to print colour pages, you only print those particular pages on the co= lour printer.

&nbs= p;

Word files – open the file and choose File, Print

Excel fil= es – open the file and choose File, Print

PowerPoint files - open the file and choose File, Print, but check the size of the file first, you can choose to print 6 slides to a page to save paper. (Choose Handouts from the “Print what:” box and select 6 Slides per page from the Handouts box as shown below).

&nbs= p;

&nbs= p;

Contributing to a Discussion Forum=

Select the module you wish to use from your home page and click the Discussion Boar= d button. =

&nbs= p;

Click Discussion Board

&nbs= p;

This is t= he opening page of the Discussion Board

&nbs= p;

Click on = the title of the forum (in the example above – it is called Learning Styles) to open it:

&nbs= p;

&nbs= p;

The date and title of the “thr= eads” of discussion are shown, along with the author’s name and some statistics.

Click on the message to read = the content.

Click reply to add your reply= to the message   =

&nbs= p;

&nbs= p;

&nbs= p;

The title of the message is automati= cally entered into the Subject box.

Enter your message and click = Submit when finished.

Your reply now becomes part of the “thread of conversation”.

Click OK to finish.

To start a new topic of discu= ssion, click at the opening page.

&nbs= p;

&nb= sp; <= /span>

&nbs= p;

&nbs= p;

&nbs= p;

Once you have added your new subject heading and message, click Submit to add the new topic to the discussion board.

&nbs= p;

Click = OK twice to return to the Communication menu.

&nbs= p;

Logging o= ut

&nbs= p;

You must remember to logout at the end of your Blackboard session. This closes files properly and prevents anyone else from accessing your account

&nbs= p;

&nbs= p;

&nbs= p;

&nbs= p;

Click the logout button at the top right hand side of the screen

&nbs= p;

Follow the normal procedures for closing your browser

&nbs= p;

Only now = is it safe to leave your computer (remember, if you are using the student network= you will need to log out of that too, by clicking Start, Shutdown, log off student)

&nbs= p;

In each module, we will regularly post announcements on the announcements page asking you to take part in a discussion or announce any changes to the syllabus both online and on campus. On campus students will = find out about Blackboard during your induction programme. Distance Learners will have access to an induction module in Blackboard.

Logging in and using the facilities is a good chance to meet people informally, to meet your tutors and lecturers and other students. You will = also find out useful information to help make your period of study with us useful and productive. The link below will answer any questions you may have about= Blackboard. h= ttp://bbfaq.paisley.ac.uk/index.htm

Induction to the VLE

There will be an onli= ne induction module in the VLE for all part time students and all distance learning students. You will u= tilise this module to become confident with the VLE, uploading and downloading fil= es, assessments, and taking part in multi media presentations, online lectures,= and online tutorials in both real time and asynchronous modes. For all on campus students, at the beginning of trimester 1, the student induction programme, provided by the programme team, provides students with access to informatio= n on the library facilities, computers and the VLE. They have the opportunity to meet = with staff and other students formally and informally. The introductory lecture in trimes= ter 1 module provides information (which is also made available in the VLE) with information on the programme, assessment learning outcomes, exit qualificat= ion options, attendance, practice placement advice and information, careers adv= ice and students services and other support sources at the University. This information is also made avai= lable to all students in the electronic version of the handbook[2], which accompanies the postgraduate programme, and is also provided in paper format.

E-pop the web based lecture theatre

The e-pop software, will allow those of you with speakers to hear a lecture presentation take place online. It will also allow those of you wit= h a set of headphones with a microphone attached to ask questions. In all this will allow us to have = much more interactivity online, and attempt to re-create a lecture on campus = 211; online. Traditionally we have= tried to make distance learning students feel less isolated and part of an online community of learning, however, simply reading a set of PowerPoint slides m= eans that one cannot ask questions or seek clarification on any issue. It’s simple really to take p= art, type in this URL into your browser http://icpaisley.epopcentral.co.uk this will take you to a new window that looks like the one below=

Each conference will have its own unique code number consisting of three characters.&nbs= p; In the browser window like the one above, simply type in to the box = that says’ ‘conference’ the code number that corresponds to th= e code for the conference, for example ‘W64’ without the quotat= ion marks into the box underneath the ‘join conference’ box.

When you log into the conference you will see a screen that looks much like any online chat facility. It may take a few minutes for your computer to actually load the presentation, so please allow a few minutes f= or this, depending on the speed of your PC.

You will usually see a PowerPoint lecture, and = you can also see who is online (bottom left), by their user names. On the top left of the screen abov= e you can see a place where you can type questions that everyone can see, in orde= r to ask written questions of anyone taking part.

If you have a microphone, you can ask questions= too in real time and have instant answers.&nbs= p; Those of you with speakers will hear everything taking place. Teaching staff will have a web cam= in place so that you can see them, you will have the option of whether you want them to see you or not to protect your privacy.

Some tips on getting the best out of this experience.

On the top left of the screen click on ‘<= b>file’, then select ‘options’ in the drop down menu, and then cl= ick on the ‘general’ tab. Where it says ‘screen name’ type in your own first name, so that everyone can see your chosen user name – we would recommend your first name. This is the name that everyone wil= l see, so try not to offend anyone! = Click on the ‘audio’ tab, and uncheck the ‘enable voi= ce activate’ option. M= ake sure that in the ‘hotkey’ option it says ‘none’. Click ‘ok’. You are then ready to take part.

If you have a set of head phones and a micropho= ne
You need to do the following (if you don’t have a set just ignore these instructions, and you can listen to the Lectur= er using your computer audio speaker system).=

Click on the ‘help’ tab at t= he top of the screen. On the dro= p down menu you will see the ‘audio tuning wizard’ select this.= Just work through the audio wizard= and it will check your headphones and microphone volume level for you to take p= art in the ‘e-pop conference’.&nbs= p; That’s it. Click= ‘finish’ and you are ready to take part. If you want to speak during the presentation press the ‘push to talk’ option on the top of the left box on the screen. Just follow these simple instructions and we hope to see you all online. These live sessions are also recorded and saved as compressed ‘flash files’ and may be accessed at any time just like a ‘Podcast’.

  &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;           =

Student Email

Your student email account is different and separate from the email system in Bl= ackboard which is used to contact students and tutors for that module only.

All students are automatically give= n an email account on enrolment. This is the account you use to contact your tut= ors and other students. It can be accessed on the home page of Blackboard at th= is address: h= ttp://bv6.paisley.ac.uk/webapps/portal/frameset.jsp

Your email address will be formatte= d as your new student-ID with @student.uws.ac.uk added to the end, for example, B40065432@student.uws.ac.uk, you will also be supplied with an email alias based on your full name, for example, john.smith@student.uws.ac.uk.

All messages sent to your email ali= as address will be forwarded to your student-ID address.

Module content and learning outcomes

The table below gives a brief outline of some of the modules that are available, who your tutor is, and how it is delivered.=

Trimes= ter 1

Module= Name

Module= Code

Lecture times On Campus

Tutor<= o:p>

Teachi= ng Room

Online activity in the VLE

Understanding Substa= nce Use

SOCY11001=

10am-12.30pm

Every Monday

Iain McPhee

M008

weekly

Responding to Substa= nce Use

SOCY11002=

13.45-16.15 every Mo= nday

Ken Barrie

D134

weekly

Research Methods

SOCY11003=

10am-12.30 pm every Tuesday

Linda Cusick

G106

weekly

Trimester 2

Responding to Substa= nce Use

SOCY11002=

Online in the VLE

Iain McPhee

TBA

weekly

Applied Theory revie= w

SOCY11004=

All tutors

N/A

N/A

Research Philosophy<= o:p>

SOCY11005=

Linda Cusick

TBA

weekly

Practice of Change

SOCY11006=

Ken Barrie

TBA

every two weeks=

Practice Placement

SOCY11007=

All tutors

N/A

N/A

Understanding Substance Use and Addiction=

All students wishing to exit with any postgradu= ate Alcohol and Drugs Studies qualification are required to complete this module. This core module outl= ines the main theories of substance use, problems and addiction and how these in= form interventions. A critical app= roach is taken towards explanations of substance use in a socio-cultural context, exploring the disease / medical model(s) of addiction and social learning model(s) of addiction. The political, ideological and economic factors which underpin the competing vi= ews between abstinence and harm reduction are also critically examined.

A critical standpoint is taken by teaching staff towards all interventions on alcohol and drugs, whether local, national or international and incorporated into teaching. Students will be encouraged to dev= elop a critical approach to research and the literature which supports and underpi= ns the content of this core module. The philosophy which underpins the module = is that all drug use and problems, including alcohol or other related problems, involve an interaction between the drug, the individual and the environment. Therefore, the module provides a broad critical perspective on alcohol, oth= er drugs and addiction, including gambling. Inputs relate to pharmacology, psychology and relevant alcohol and drugs social policy.<= /p>

Students will gain an appreciation of the prevalence of and influences on “normal substance use” as well = as the processes involved in an individual becoming a problem alcohol or drug = user and will examine the variety of factors that can influence various competing models of addiction to alcohol and drugs. The social, political, legal and health issues concerning alcohol and drug problems and harm reduction, including blood-borne viruses and mental health, will be considered.

Many students are involved in work with problem drinkers/drug users. It is important that students are able to recognise the similarities and differences between alcohol and other drugs in terms of understanding their use, related problems, intervention strategies and soci= al policy. Throughout the progra= mme of study, emphasis is placed on the importance of a multi-disciplinary approac= h to the understanding of alcohol and drug use and problems. <= /p>

Content

Social influences on alcohol and drugs use
Understand drug effects and consequences using a multi factorial model

Models of addiction 1: intrinsic models

Models of addiction 2: extrinsic models

Critical appreciation of the influence of criminal justice poli= cy frameworks and public health policy frameworks on alcohol and drugs treatment and policy interventions.

Critical understanding of the debate between harm reduction and abstinence based models of addiction, and how they influence policy and treatment interventions

Learning outcomes

At the end of this module the student will have= a:

L1. Critical understanding of the main theoreti= cal approaches underpinning alcohol and drugs models of addiction and how this influences policy and treatment interventions

L2. Critical understanding of the competing concepts disease based and social learning models of addiction

L3. Ability to critically evaluate the factors contributing to alcohol drugs and consequences

L4. Critical understanding of intrinsic and extrinsic explanatory models of alcohol and drugs use

L5. Critical appreciation of the tensions in the field between harm reduction and abstinence based models and interventions.=

Students will be encouraged to develop an e-Portfolio as part of the Core Module and execute this via Blackboard. This approach to PDP links student’s career plans with their experience of different methods of learning and the combined theoretical and practical elements of the course = i.e. taught and work placement modules.

Responding to Substance Use and Addiction=

The module will critically assess the effectiveness of interventions for substa= nce use and problems, including addiction. From a bio psychosocial perspective = the effectiveness of pharmacological, psycho-social and policy interventions wi= ll be addressed. The purpose and effectiveness of interventions in the context= of both health and criminal policy will be appraised.

Students will be encouraged to develop a critic= al approach to research and the literature which supports and underpins the content of this module. The philosophy, which underpins the module, is that= all drug problems, including alcohol or other related problems, involve an inte= raction between the drug, the individual and the environment. Consequently a broad range of evidence based interventions will be considered in the pursuit of = harm reduction, including abstinence. Therefore, the module provides a broad critical perspective on alcohol and other drug problems and addiction, including gambling.

Students will gain an appreciation of the proce= sses involved in behaviour change or natural recovery. There will be an emphasis on lookin= g at intervention targeted at the individual and family (treatment) and at a population level (prevention and control policies).

Throughout the programme of study, emphasis is placed on the importance of a multi-disciplinary approach to the understand= ing and resolution of alcohol and drug use and problems.

This module is offered on a taught basis at the Paisley Campus and also by distance learning. It is supported by written learning materials and the web-based learning resource, Blackboard.

Content

Critical appreciation of the litera= ture on behaviour change and treatment outcome

Critical appraisal of the supporting literature on Cognitive Behavioural and Motivational methods

Understand the role and function of assessment techniques and instruments

Critical appraisal of work in famil= ies and groups

Critically understand the relations= hips between substance use and mental health

There will also be a critical appreciation of the role of criminal justice policy frameworks and public health policy frameworks (including blood borne viruses) on alcohol = and drugs treatment and policy interventions.

Learning outcomes: At the end of this module the stude= nt will have:

L1. Critical understanding of the processes of change and the role of interventions

L2. Critical understanding of treatment outcome/effectiveness literature, including dual diagnosis

L3. Rehearse assessment and motivational methods and receive feedback<= /p>

L4. Critical appreciation the role of policy interventions to alter the prevalence of substance use and problems

L5. Critical understanding of the effectiveness= of population/ policy interventions

Research Methods

This module provides a basic grounding in the design and execution of various types of research st= udy relevant to the development of policy and practice in the drug and alcohol field. It is a compulsory mod= ule for Alcohol and Drugs Studies students studying to diploma and MSc levels a= nd may be studied by distance learning or on campus in semester one. The units of study are:

·      Introduction to purpo= ses and procedures in research;

·      Techniques for resear= ch;

·      Survey methods; =

·      Qualitative methods; = and

·      Making sense of data.=

Learning outcomes: At= the end of this module the student will be able to:

L1           Outl= ine the entire process involved in a research study, from idea to completion

L2           Desc= ribe differing research designs, their processes and potential difficulties=

L3           Expl= ain the concepts of reliability and validity and identify sources of bias<= /o:p>

L4  &= nbsp;        Explain the nature of research-based practice<= /span>

Research Philosophy

In the second trimester of postgraduate study in Alcohol and Drug Studies, Diploma and MSc students will undertake one of two modules appropriate to their chosen pathway in Practice for change or Research. Those opting for the Research pathway will study this module in Research Philosophy. This is therefore an optional module for Alcohol and Drugs Studies students studyin= g to Diploma and MSc levels. It is= being offered for the first time in 2008 – 2009 and in this first year will= be available for study on campus only.   The units of study are:<= /o:p>

·      Evidence and the poli= cy process: relationships between research and knowledge/policy.

·      Accessing and explori= ng academic literature

·      Critical thinking and writing

·      Choice of topic and v= alue free science

·      Ethics

Learning outcomes: At= the end of this module the student will be able to:

L1     De= monstrate detailed knowledge and understanding of their chosen pathway in research.

L2     De= monstrate originality and creativity by developing a research proposal

L3     De= velop reflective practice to evaluate evidence and inform developments in researc= h;

L4     De= al with complex ethical or professional issues and make informed judgments on issues involved in the practical application of theory.
Practice of Change

In the second semester of post-graduate courses in Alcohol and Drug Studies, Diploma and = MSc students will undertake one of two modules appropriate to their chosen opti= on of practice or research. Those opting for practice will study this module. This is therefore an optional module for Alcohol and Drugs Studies students studying to Diploma and MSc levels.

Content

Critical appreciat= ion of the literature on behaviour change and treatment outcome behaviour<= o:p>

Understand the role and function of assessment techniques and instruments

Cue exposure<= /o:p>

Problem solving and goal setting

The role of treatm= ent in behaviour change

The role of spirituality

Cognitive behaviou= ral therapy

The role of self h= elp groups

The role of famili= es, friends and significant others#

Skill rehearsal and feedback

Learning outcomes: At the end of this mo= dule the student will have a:

L1. Critical understanding of the processes of change and the role of interventions

L2. Critical understanding of the role of treatment in behaviour cha= nge

L3. Critical understanding of the role of the environment in change<= o:p>

L4. Critical understanding of the role of family friends and signifi= cant others in behaviour change

L5. Critical understanding of selected behaviour change methods with skill rehearsal and feedback

The Practice Placement

All students wishing = to exit with a postgraduate qualification in Alcohol and Drugs Studies are required to complete this module. The module is designed to assist students to enhance their skills in such a way that it facilitates career development.

On enrolling for this module, students are requested to complete a self-evaluation form, which highlights in some detail the skills each student possesses, and the skills that he or she would like to develop. This information is then used to link each student with the most relevant agency to meet these learning needs. A placement contract is then compl= eted outlining the responsibilities of the student; of the academic supervisor a= nd the placement supervisor/agency in order to meet the learning needs of the student.

Placements can be eit= her practice or research focused:

Practice based placement

Students will be requ= ired to demonstrate ability to apply evidence based methods in a practice/service setting; demonstrate skills with drug/ alcohol related issues as a ‘reflective practitioner’ in a relevant agency and demonstrate = the ability to work in team setting.

For many certificate students the placement will be carried out in their own work setting, howev= er part time students can also participate in a research placement.=

For Diploma and M.Sc = students the placement (practice option) is linked to the Practice of Change and App= lied Theory Review modules. Students will be required to complete an enhanced Disclosure Scotland check.

Research based placement

Students will be requ= ired to demonstrate their critical skills in a research placement where they will develop an expertise in a chosen area and develop their understanding and skills in relation to research methodology and data collection.<= /span>

For Diploma and M.Sc students the placement (research focused) is linked to the Research Philoso= phy and Applied Theory Review modules.

Learning outcomes: At= the end of this module the student will be able to:

L1. Demonstrate ability to apply evidence based methods in a practice or research setting

L2. Demonstrate skills with drug/ alcohol relat= ed issues as a ‘reflective practitioner’ in a relevant in a resear= ch or service agency

L3. Demonstrate ability to work in team setting= in a relevant agency

L4. Complete a report on the placement activity reflecting on personal performance

Many students see the placement as = an essential part of their education. The practice placement demonstrates an a= bility to intervene effectively in drug/alcohol issues and problems. It is also fa= ir to say that many employers look for evidence of skills in intervening with drug/alcohol related problems and an assessed practice placement provides evidence of this.

Some part time students studying for the postgraduate certificate elect to do a work based learning placement (W= BL). This is possible if you are engaged with drug/alcohol issues in your work setting and where a supervisor can be identified to oversee and support your learning in the work setting. However, you should discuss this with your placement tutor. Placements for full time students can take some time to set up, therefore it is your interests to complete the necessary paperwork which you will find online in Blackboard. A discussion about your placement will clarify matters; you can email Alison Fitzpatrick to make an appointment to speak to a tutor.

Setting up your practice placement<= o:p>

Full time on campus students must complete the self evaluation form in the placement module in Blackboard. This should be printed off and com= pleted as soon as possible after you begin your study and given to Alison Fitzpatr= ick based at the Social Sciences office in L240, Paisley Campus. An electronic version of the SEF can be found in the placement modu= le in Blackboard.

Part time on campus students should complete the SEF paperwork before the Christmas break in Trimester 1. Distance learning online students s= hould complete the SEF on completion of TMA 1 for the module ‘Responding to= Substance Use and Addiction’ in Trimester 2.

Assessing the practice placement

Review meetings involving you as a = student, a workplace based student supervisor, and a tutor will take place. Your pla= cement supervisor will submit a written report. You will submit an assignment base= d on a piece of work carried out on placement. Please refer to ‘Course Materials’ link on Blackboard in the Placement module for further details.

DISCLOSURE <= st1:country-region w:st=3D"on">SCOTLAND

All full time students will be expe= cted to submit details to Disclosure Scotland if the placement is = to be set in a service setting in order that the Practice Placement can commence. Disclosure is often conducted by place= ment agencies but will in any case be covered by the University. Contact Alison Fitzpatrick for details on how to complete your DS application.<= /span>

This procedure can take some time. = It is therefore important to begin discussions about the placement at an early stage in Trimester 1 before completing the core modules necessary to begin = the placement. Students carrying out the placement outside Scotland will probably have to submit details to the equivalent disclosure agency. Part time, including online, students who are currently in employment in a social or health care setting should already be covered by current disclosure arrangements. You c= an see what is involved at: h= ttp://www.disclosurescotland.co.uk/

The placement assignment=

The assignment that assesses this module is a written piece of work that is bas= ed on, and assessed as a part of your practice placement. This is an assessable piece of wri= tten work and may concern an individual client or other piece of placement work = such as some research or an evaluation of service or treatment modality. In the = placement module in VLE you will find a sample assessment which highlights what is re= quired of you in submitting this piece of work for assessment.

The Applied Theory Review

All Diploma and MSc students will comple= te this module, which underpins the student’ exit qualification option regarding research or practice. Practice and theory comes together as stude= nts undertake a review which will be informed by the placement in a practice or research setting. =

Students undertake an Applied Theory Rev= iew related to their chosen topic area, which will largely be set by the studen= t's choice of topic in relation to a substantial element of work in the Placeme= nt module.

For example a student who has chosen the practice option may wish to review the literature on working in groups to inform a placement where setting up a gr= oup is a significant activity or review the policy context and direction in whi= ch a service agency exists. A stud= ent who has chosen the research option may wish to review the same literature a= nd focus on investigating research design and data collection issues.

Students will be required to enrol on co requis= ite modules: those opting for ‘practice’ will enrol on Practice = of Change and those opting for ‘research’ will enrol on Res= earch Philosophy.

Learning outcomes: At the end of this mo= dule the student will:

L1. Show a critical understanding of their chosen topic area

L2. Demonstrate a critical understanding of the practice or r= esearch implications

L4. Demonstrate an ability to produce a plan of action which integra= tes theory into practice or research.

L5. Produce an applied theory review

The aims of the applied theo= ry review are to produce a literature review of a topic = of your choice. The review should be both balanced and critical and should identify a gap in the literature or a question that has not been adequately answered.

Since this is a programme about alc= ohol and drugs obviously the Applied The= ory Review should discuss alcohol and/ or drugs. Beyond that limitation there = are no real restrictions.

For Pg Diploma studen= ts, the ‘Applied Theory’ assignment will be chosen by the student in consultation with a supervisor. It should reflect a topic relevant to the pathway being completed in practice = of change or research. Students = will submit an Applied Theory Review consisting of a literature review of a rele= vant the topic and a critical account of the student’s experience of the practical application of theory in a relevant setting gained during their experience on practice placement. The assignment will be in the region of 5000 words.

How often should I see my applied theory review (ATR) supervisor?

This really depends how confident y= ou feel about the task. However, you should see your supervisor at least twice, once at the beginning and again prior to submission to obtain formative feedback. The most common mistakes include:

1. Choosing a topic with very little previous research. While it may seem like a good idea to look at topic that= has little research, remember that the aim of this project is to produce a revi= ew. So if there is hardly any literature then this becomes difficult. It may st= ill be possible if you can broaden out the topic by looking at evidence from another area (e.g. psychological research) and applying it to your current topic.

2. Choosing a topic that is too bro= ad. You can be overwhelmed by the amount of literature that you find. In this c= ase you should refine and narrow your area of interest. This makes the review m= uch more manageable.

3. Underestimating the time require= d. It can take some time to gather the literature so start your search early. = It will also take time to read papers and finally write the review. Begin at t= he start of the trimester otherwise you will run out of time.

Submitting your ATR

Two copies of your dissertation sho= uld be soft bound. This can be done at the University or any printing shop for a minimal cost.

Research Project – the MSc dissertation=

Those studying to MSc level in Alcohol and Drug Studies will undertake this triple module research project (60 points) in t= heir second year. For these studen= ts, this is a required module. St= udents will be required to undertake a literature review on a topic of their choice and design, execute and report a project to answer a research question aris= ing from that review. It is being offered for the first time in 2008 – 2009 in its current format. Each student will have individual support from a research dissertation supervisor. The units of study are:=

Search, critique= and discovery of a research question

Choice of method=

Populations, sam= ples, data sources and bias

Gathering quanti= tative data

Gathering qualit= ative data

Analysis of quantitative data

Analysis of qualitative data

Presentation of quantitative results

Presentation of qualitative results

Drawing conclusi= ons

Report writing a= nd editing

Learning outcomes: At the end of this module the stud= ent will be able to:

L1 =        identify and conceptualise appropriate research methods to investigate a research question

L2 =        discuss and debate with their peers, more senior colleagues and specialists in rese= arch

L3 =        plan and organise their work, exercising autonomy and initiative in their professional activities;

L4 =        gather and analyse data using appropriate software to support and enhance the effectiveness of their research skills

L5  &= nbsp;     report their research project in a dissertation

Assessment of your work as a student

=

Your assessment questions are avail= able in the ‘Assignments’ link in the module you are studying in Bla= ckboard. You should access and submit your assessment only via Blackboard. Your work must be submitted as a rich text file or Microsoft Word format. The Univers= ity does not support any other format.

You should use a standard referenci= ng system and it should be single line spacing with 11 point ‘Arial̵= 7; font. An example of a standard ‘Harvard’ style reference is:

McPhee I, Bar= rie K. (2006) ‘Postgraduate Course Handbook’ University of the West= of Scotland, Institute of Applied= Social and Health Research, University Press.

We will use a method of continuous assessment to monitor and grade your progress in each module as you study. = Most higher education establishments have moved from exams to continuous assessm= ent, this simply means that you progress is monitored in a structured way. We se= t a TMA 1 (30% of total mark) and an end of term TMA 2 (70% of your total mark)= . In the module SOCY11001 Understanding substance use and addiction, you will be asked to complete an online test via Blackboard, which will replace the required assignment TMA 1. You should visit Blackboard regularly for information on this. You will find the assessment policy guidelines at this link:

= http://www.paisley.ac.uk/clt/documents/assessmentpolicyjune05.pdf<= /o:p>

When writing your assignment, you should reference the evidence you present using a standard referencing meth= od. Evidence of reading beyond the lecture notes will be rewarded with higher marks. For guidelines on accurate referencing you should visit the following website: http://webpub.alleg.edu/dept/psych/Writing.html#References

Citing a reference from the Interne= t

Use only sources from the Internet = that have been reviewed and that include authors name(s) dates and journal of publication. In general no name or no date =3D no use!

There is an additional link on the = page link above that will take you to a page on electronic referencing.

You should type your assignment in a word for windows document (Word 95 or later, or an RTF - Rich Text File) (if you have an Apple computer save it as a ‘Word’ file). If you do= not submit in the correct format we cannot mark it as the University will only support Microsoft word or similar files. Your essay should be submitted to = us via the assignments link in the correct module at the following website: http://bv6.pa= isley.ac.uk/webapps/portal/frameset.jsp

How to submit your TMA’s to y= our tutor

You MUST submit your assessable wor= k to the relevant module in Blackboard, which will record the time and date of submission. For example: if you are submitting TMA1 for ‘Responding to Substance Use and Addiction’ use the assignments link for THIS module only. Tutors will assess your assignment and you will then be given a mark = that you access in the ‘grade book’ facility in the module you are studying. You will be informed whether you have passed or need to resubmit = that assessment. You should make an appointment to see your tutor by email to discuss this formative feedback uploaded to Blackboard.

Late submission of assignments=

All of the TMA’s submitted to your tutor via email attachment will be dated, timed, and recorded electronically. If you miss t= he deadline for submission you will be penalised. It is YOUR responsibility to submit your work by the deadline for your module.

Extensions for assignments

An extension will only be given in exceptional circumstances. You must contact your lecturer or tutor in writi= ng to negotiate an extension, supplying documentary evidence of any illness or other circumstances, which you believe, should be taken into account.<= /o:p>

Assignment feedback

You will be sent a reply to your em= ail address after you have submitted your essay electronically, and an appointm= ent will be made for you to have a discussion tutorial with your tutor. Alterna= tively, you can contact your tutor to make an appointment to see him or her via the= ir email address or by telephoning them directly.

In order to avoid a wasted journey = into any of the University’s campuses you should make an appointment to see your tutor. Distance Learning students can mail or call using the contact details in this handbook.

The Marking of TMA Assessments

The marking frame which will be used is given here. Students should = note the weighting given to each component and bear these in mind when writing t= heir essays.

Content     &nbs= p;            &= nbsp;    30

Relevance     &n= bsp;            = ; 25

Critical analysis    =        25

Structure     &n= bsp;            = ;   10

Referencing     =            10=

Total             =             &nb= sp; 100%

The end of trimester assignment (TM= A 2) is chosen to measure evidence of learning, particularly in your ability to analyse, summarise and clarify the theoretical frameworks as they relate to alcohol and drugs. The mid term assessments (TMA 1) test your ability to communicate in written English and an opportunity to demonstrate that you h= ave read widely. Essay craft skil= ls which are assessed include:

• Essay structure<= /span>

• Introduction to your addres= s of the question(s)

• Main body of essay (use of supported material, references, quotes)

• Conclusion

• Reference section

If you fail the end of Module assessment you have the opportunity to retake assessments that you have fai= led. Normally you can only do this once. If you fail a second time, your case wi= ll be referred to the University who will decide if you can re-sit again depen= ding on your circumstances. Resubmission of 1) MSc dissertation and 2) Practice Placement may occur in exceptional circumstances.

The University regulations for assessment can f= ound be found at www.student.uws.ac.uk/stuadmin/Ass-Regs/assreg.htm. Please also refer to your Module Descriptor and Programme Specification.&nb= sp;

You are likely to encounter a variety of differ= ent types of programme work during University studies, and most programmes in t= he University of the West of Scotland include a blend of:

Essays

TMA’s are often used to develop a criti= cal appraisal of a special topic through wide and appropriate reading, careful synthesis and the development of a clear, logical structure and pertinent sequence of arguments.

Class tests

Short class tests may be included in some mod= ules - make sure you know when these are by checking Blackboard regularly.

Reports

Reports are intended to develop students skil= ls in applying their knowledge and understanding to a relevant practical pro= blem

Placement diaries<= /p>

Placement diaries may be required as part of = the assessment of work experience, in which students can be expected to maint= ain a record of the activities as part of the raw material fashioned into a concluding report. They are= also used in some of the projects to allow you to keep a record of your progre= ss.

Coursework schedules =

Each TMA (tutor marked assignment) for each mod= ule will have a due date when it must be completed. The timetable of the due da= tes for individual modules within your programme of study will be presented as a coursework schedule in the VLE Blackboard, which will be available to you at the beginning of the academic year. However, it may be subject to change and you should consult the subject lecturer in order to verify the nature and t= he exact timing of the assessments. Please review your programme work submissi= on dates at an early stage and regularly, as they will form the basis of your workload planning.

Preparation and plann= ing

There is likely to be a substantial amount of coursework in each year of your programme. Lecturers must allow time for ta= ught material to be consolidated and therefore coursework submission dates often bunch together in the second half of the trimester. To compensate for this,= you will usually be advised what you have to do well in advance of the submissi= on date. It is essential that you plan ahead with your coursework preparations, and that you make an early start in researching and reading for programme w= ork. If you leave your preparations to just before the submission date you will almost certainly encounter serious difficulty in obtaining appropriate sour= ce material, and your programme work is likely to be of poor quality. This will lose you marks.

Of course, you should aim to pass each assessme= nt at the first attempt even though the regulations may allow for further attempts. The conditions diff= er for different assessments and different subjects and each subject lecturer will give you the information you require. If you are not sure what is required = of you - ask.

=

Advice on planning and preparation = can be found at http://www.uws.ac.uk/schoolsdepts/capd/studyskills.asp.<= /span>

Presentation of work<= /span>

It is your responsibility to ensure that your w= ork is neatly and accurately presented. You should consult your lecturer to find out the format for submission as it varies from module to module. Some coursework should be submitted as single sided word-processed text. Some co= ursework will be submitted electronically via Blackboard.

Coursework extensions=

Written reports must be completed on time and failure to meet completion dates may result in the report not being marked = or in marks being deducted.

If you are absent from an assessment as a result= of illness, or any other valid reason, then you should inform the member of st= aff involved in setting the assessment and also submit a medical certificate to= the School Office. The policy on = the late submission of coursework is as follows:

= ;

  &nb= sp;      1        &= nbsp; Coursework submitted after the due date without good cause, as determined by the modul= e co‑ordinator, will be penalised by the reduction of ten percentage points from the mark awarded provided that the work is submitted within one calendar week of the= due date.

2  &n= bsp;     Extensions to coursework deadlines on the basis of valid cause may be determined by the module co‑ordinator. The above penalties will then apply to any work submitted after the revised due date.

3        There will be a single= due date for coursework submitted for the August resit diet, namely the first d= ay of the resit examination diet.

Ho= w to cope with online learning – A student's perspective

The following pointers for studying= by distance learning come entirely from a student’s perspective.

Hours of study: at times studying p= art time by distance learning is almost the equivalent of full time study. If coupled with full time employment and family there is a risk that something will suffer. The danger is that you get carried away too much with all the technology and spend all your free time in front of the PC and physically removed from the others. Expl= ain to the family or your significant other in your life that for the first few we= eks you may be very busy, but that as you become familiar with the system you w= ill try to strike a balance between what is required to succeed in your studies= and minimise disruption to them. Here are a few hints:

= Read all the materials through as soon as you receive them to g= ive you a flavour of the module

= Obtain recommended reading materials for the module as early as possible, many of which are usually uploaded to Blackboard as PDF files and require Acrobat Reader to view them. This is essential as there are few specialist text books in the library! You can download it using this link: http://w= ww.adobe.com/products/acrobat/readstep2.html

= Organise study time allowing for reading, self-assessment quest= ions and tutor marked assignments (you will need the 2 weeks allowed for TMA’s)

= Plan a schedule for the entire module

= Build into your schedule free time for family/social activities= and try to stick to it

= Begin assignments immediately you access them by planning what = you think is required, this allows time to discuss potential problems with other students and/or your tutor

Assignments can take a lot of time = to type up if you are unfamiliar with PC’s, especially dissertations or = TMA 2’s (3500 word essays), so it is wise to allow a few days prior to submission date to get them ready.

Feelings of isolation: One way to overcome this is to get involved in the evening live lectures or virtual ch= ats, the discussion board discussions and perhaps best of all, e-mail. Friends a= nd family are likely to be fascinated with this new mode of study and will enj= oy sharing some of the experiences with you. Talk to others on the course, you= may even find it helpful to communicate with students who have previous experie= nce of the course. Group discussions aid understanding of materials and TMA’s.

Finances: The University can make arrangements for you to pay monthly; it helps to avoid big bills at awkward times.

Technical problems:

These can be a common issue, especi= ally at the start: Networking can help, use the discussion boards to seek the he= lp and advice of others who may have experienced the same problem and found a solution. Equally, let others= know if you have managed to solve a problem and how you did it. This will help s= ave on valuable time for some other poor soul who may be struggling with a similar problem. Some of the experienced tutors are a great source of technical adv= ice. Sharing these experiences will also encourage others to participate in group discussions via forum. Try to have fun and enjoy the experience.=

= Cheating and Plagiarism

Cheating and plagiarism involves the attempt to gain an unfair advantage in a Univer= sity assessment by gaining credit for another person’s work or access to unauthorised material relating to an assessment

<= /o:p>

Plag= iarism is identified by the University as the use of the work of other students, p= ast or present, or substantial and unacknowledged use of published material presented as the student’s own work.= It includes the following:

·  &n= bsp;      the extensive use of another person’s mate= rial without reference or acknowledgement;

·  &n= bsp;      the summarising of another person’s materi= al by changing a few words or altering the order of presentation without refer= ence or acknowledgement;

·  &n= bsp;      the substantial and unauthorised use of the idea= s of another person without acknowledgement;

·  &n= bsp;      copying the work of another student with or with= out the student’s knowledge or agreement;

·  &n= bsp;      deliberate use of commissioned material, which is presented as one’s own;

·  &n= bsp;      unacknowledged quotation of phrases from another’s work.

Use of Plagiarism Che= cking Software

The University reserves the ri= ght to use all means at its disposal to detect plagiarism where it arises. As a result, all your submitted work will be liable to scrutiny in order to iden= tify any plagiarised element.

Academic staff in the Universi= ty will be able to make use of the JISC Plagiarism Detection Service to allow = them to check assignments for plagiarism. This service is based on the Turnitin plagiarism detection software from 'iParadigms. More information on the software can be found at: www.turnitin.com/st= atic/plagiarism.html

The Turnitin software is able = to search the World Wide Web, extensive databases of reference material and content submitted by other students to allow it to highlight the sections of text in your assignment which have been found in other sources. Your lectur= er can then use this individual ‘Originality Report’ to decide if = you have plagiarised from these sources.

Where a lecturer intends to ma= ke use of plagiarism detection software (including Turnitin), he/she will advise y= ou as to how this process will be undertaken and to the particular submission requirements (if any) which will be involved.

Should you be suspected of plagiarism, you will be referred to your School’s Plagiarism Panel for further investigation. Cheating and plagiarism in University assessments may be regarded as either Major or Minor Offences under the University Code of Discipline.

Techniques to avoid plagiarism

The Centre for Academ= ic and Professional Development has developed a range of guidance for students on academic writing and referencing, including plagiarism, which is located on= the ICT student web site at: www.uws.ac.= uk/schoolsdepts/capd/studyskills.asp

You will see a li= nk to a dedicated plagiarism resource. You should also browse the resources in the 'Guides to Writing' sect= ion.

Further information c= an be found at: -www= .student.uws.ac.uk/stuadmin/regulations/cheating.htm.

&nbs= p;

Mitigation

If you are unable to = attend an assessment or feel that your performance has been affected by mitigating= or extenuating circumstances, you can make a claim to be considered by the Uni= versity’s Mitigation Panel. If the Panel accepts your case, they inform the Programme Panel who will award a further attempt at the affected assessment at the ne= xt available opportunity.

Mitigation forms must be submitted, along with documentary evidence, to Student Administration as soon as possible after the time of the event to which the claim relates and before the published cut-off date.

Mitigation forms and guidance notes can be found on the University’s public website and on= the Info Centre on Blackboard: www.uws.ac.uk/students/index.asp

&nbs= p;

Personal Development Planning (PDP)

All students will have the opportunity to engage with PDP activities and to build an ePortfolio to record their achievements= in the VLE Blackboard.

The University believes that engagement with PDP will help students to:

Become more effective, independent and confident learners;=

Understand how they are learning and relate their learning to a wider context;

Manage their own learning according to their individual needs;<= o:p>

Improve their general skills for study and career management;

Talk about their personal goals and evaluate progress towards t= heir achievement;

Take a more positive attitude to learning;
Better articulate their achievements to others, for example when applying for a job.

The integration and delivery of PDP to all postgraduate Alcohol and Drug Studies programmes wil= l be consistent with the University PDP Policy 2007, in conjunction with guidance from the School and CAPD. The overall approach encourages reflective learni= ng and academic rigour, with a strong focus on gaining or enhancing employment= .

Engaging with the tools in the VLE to help you engage with PDP will help you with immediate learning, personal development= and career planning, and also for ongoing reflection and planning as part of the Programme of study.

Within the VLE there will be tools to allow you= to construct a portfolio of your work. Engagement with PDP allows self reflection and aids you to evidence = how you have achieved module outcomes and programme aims. Your personal tutor will explain the purpose of PDP in the first few weeks of study. Additional help and support can be obtained from ICT Services Helpdesk.

For example one of the learning outcomes for a module may ask that you be able to critically examine alcohol and drugs pol= icy in the UK. This could be achieved by using the tools in the VLE in the PDP on the module you are studying. Your evidence for achieving the le= arning outcome may be a successful TMA submission with tutor feedback. This can be uploaded to your PDP c= onnect (which is private and can be accessed only by you) and a link made to the T= MA which serves as evidence to your tutor that you have achieved one of the mo= dule learning outcomes. Building u= p this evidence in the VLE means that you develop a portfolio of your work called = an ‘eportfolio’. This can be any of your TMA’= s, a self reflection diary, video clips, sound clips and your own web log. How and what you do online is real= ly up to you. There are tools online in the VLE available to students for the creation and development of ePortfolios.&n= bsp; You should contact ICT services helpdesk for advice on accessing and= utilising the PDP tools on Blackboard.

&nbs= p;

Employability

Full time postgraduate students ten= d to get employment very quickly with many having a job in the alcohol or drugs field prior to completion of the PG Diploma. However the majority of studen= ts are already employed in health, social care and criminal justice services a= nd their PG or level 9 study is often used to confirm a specialist role/functi= on or as an aid to career enhancement.

Pr= ofessional qualifications and recognition

Drugs and Alcohol National Occupati= onal Standards (DANOS) have been proposed by the Federation of Drug and Alcohol Professionals[3] (FDAP). These cover a range of competencies related to “practice” and “commissi= oning services” but do not yet apply in Scotland. In order to increas= e the attraction of the programmes, as well as the acceptance of the programmes across the <= st1:place w:st=3D"on">UK, DART is in the process of mapping all modules to the DANOS standards. =

With the increasing regulation of t= he care workforce, core standards of competence have been published by the Scottish Social Services Council (SSSC). The competencies required for registration with SSSC, and increasingly demanded by employers, are offered= at SVQ (Scottish Vocational Qualification) level 3 (SCQF 6). As it stands those holding a quali= fication in Alcohol and Drug Studies who do not belong to a caring profession (e.g. social work, nursing), will need to complete the SVQ competencies at some s= tage in their career.

Bridging Arrangements=

This is information f= or students who originally studied 15 CAT point modules who may at the end of their study programme discover that they have under the required CAT points required to graduate.

If you are a continui= ng student you will have limited options due to the move from 15 to 20 credit point modules which incorporate the content of some of the previous modules that could be chosen as electives. Attention has been paid to the arrangements required where students commence studies under the 15 point credit system and will continue to study and exit under the 20 point scheme. In the first instance where a student h= as completed a PG Certificate or PG Diploma under the 15 point scheme the stan= dard progression arrangements apply for moving from one exit award to the next level.

However, a proportion= of students, particularly those studying part time or online, will not complete a named = exit award at the end of the academic session 2008/9. This is a consequence of b= oth the flexibility of the outgoing programme as well as the study patterns of distance learners. It is possible that some students will acquire a 10 cred= it shortfall for their intended exit qualification. These matters will be dealt with by allocating a 10 credit (SCQF) project.

ST= UDENT INFORMATION AND SUPPORT

Module Co-ordina= tors

Each module is overseen by a Module Co-ordinator. The Module Co‑ordinator manages the module, keeps the module descriptor up to date and will reflect= on its operation at the end of each year in the light of student feedback and student achievement. Changes = may then be proposed to the module. If you have any issues about how a module is running or its content or assessm= ent you can raise these with the module coordinator or your student rep.

   &nb= sp;            =             &nb= sp;       Learning & Teaching Committee (LTC)

Learning and Teaching Committees (LTC’s) = are subject based and look after a range of programmes and the modules within them. They meet a couple of t= imes each year to discuss issues about the quality of the programmes and modules= and also to discuss new programmes and modules that are under development. They also review student feedback.= Student reps sit on the LTC and the chair of the Staff Student Liaison Committee is a member of the LTC which is another route for getting student views discussed at the LTC.

External Examiners

External examiners are assigned to subject areas and / or programmes. They are usually practicing academics in the subject from other universities who have relevant experien= ce of the standards expected in the UK higher education system. T= heir role is to ensure that the standards of awards from the University are comparable with similar programmes or subjects in other UK institutions, and that the processes for assessment, examination, and awards are sound and fair.

Subj= ect and Programme Panels=

The University operat= es a two-tier exam panel system for degree students.

Subject Panel - The Subject P= anel meets after each exam diet (January, May and August) to discuss the performance of students on particular modules.

Programme Panel<= /span> - After the Sub= ject Panels have met, a Programme Panel takes the decisions from the Subject Panels and considers a student’s performance across all the modu= les on their programme. The Programme Panel then makes decisions on the progression of a student from year to year and on their final postgrad= uate award.

The Programme Panel h= as 2 statutory meetings in June and September to consider student performance, b= ut may meet at any time to consider the case of anyone who is failing to meet = the general programme requirements.

In producing grades for any module of assessmen= t, the University uses the following grading scheme; grades D and E are mean t= hat you have failed and require to resit:

A       70‑100        &= nbsp;           &nbs= p;            &= nbsp;      C      40‑49=

B1     60‑69            =             &nb= sp;            =      D      30‑39=

B2     50‑59            =             &nb= sp;            =      E       0R= 09;29

At the end of trimest= er 1, there will normally be a publication of provisional grades for modules undertaken in the grade book facility of the VLE. After trimester 2, the schedule of events for recommendations made by the formal Programme Panel and the event= ual publication of results can be reasonably lengthy, consequently your results will not be available until the end of June (1^st diet) or mid September (resit diet). You will be notified formally by post of your results by the University and you should not attempt to obtain informal res= ults from your lecturers.

Appealing against an Examination Panel decision

You have the right to appeal against examination panel decisions under certain circumstances after you have received official notification of your result. The University Appe= als Regulations (Regulation 13) are available from the Library, Student Administration, the Schoo= l of Social Sciences Office and the Student Info Point www.student= .uws.ac.uk/stuadmin/exams/appeal.htm.

The Student Info Poin= t can be accessed at: www.student.uws.ac.uk/

At the University stu= dent info point you will find everything you need to know about: Exams, Enrolment, Graduation and Regulations. This is only accessible from within the University on a PC that you log into using your dedicated student identification number, usually yo= ur Banner ID.

It is important that = you familiarise yourself with the University’s Appeal Procedure. Please r= ead the Appeals Regulations carefully. A special re-read of the procedures is recommended before you sit examinations and before the Programme Panel meet= s.

Remember that if you = find yourself in difficulty or do not understand anything in the Regulations, pl= ease ask your Personal Tutor, Student Services or the Students’ Associatio= n. They will be pleased to assist you.

There are two grounds on which you may appeal:

1.    If your performance was adversely affected by illness or other factors which you we= re unable or unwilling, on valid grounds, to divulge to the Mitigation Panel before the Programme Panel reached its decision, provided the appeal is supported by medical certificates or other acceptable documentary evidence;=

2. =    If there was a material administrative error, or the examination was not condu= cted according to the Regulations.

You may NOT appeal on any grounds which -

1.    Have alr= eady been considered by the Programme Panel concerned;

2.    Could ha= ve been considered had notice of the grounds been given prior to the meeting of the Mitigation Panel and you have no valid reason for failing to give such notice;

3.    Dispute the academic judgement of the Panel. <= o:p>

Trimes= ter 1
Module= Name	Module= Code	Lecture times On Campus	Tutor<= o:p>	Teachi= ng Room	Online activity in the VLE
Understanding Substa= nce Use	SOCY11001=	10am-12.30pm Every Monday	Iain McPhee	M008	weekly
Responding to Substa= nce Use	SOCY11002=	13.45-16.15 every Mo= nday	Ken Barrie	D134	weekly
Research Methods	SOCY11003=	10am-12.30 pm every Tuesday	Linda Cusick	G106	weekly
Trimester 2
Responding to Substa= nce Use	SOCY11002=	Online in the VLE	Iain McPhee	TBA	weekly
Applied Theory revie= w	SOCY11004=		All tutors	N/A	N/A
Research Philosophy<= o:p>	SOCY11005=		Linda Cusick	TBA	weekly
Practice of Change	SOCY11006=		Ken Barrie	TBA	every two weeks=
Practice Placement	SOCY11007=		All tutors	N/A	N/A

Essays	TMA’s are often used to develop a criti= cal appraisal of a special topic through wide and appropriate reading, careful synthesis and the development of a clear, logical structure and pertinent sequence of arguments.
Class tests	Short class tests may be included in some mod= ules - make sure you know when these are by checking Blackboard regularly.
Reports	Reports are intended to develop students skil= ls in applying their knowledge and understanding to a relevant practical pro= blem
Placement diaries<= /p>	Placement diaries may be required as part of = the assessment of work experience, in which students can be expected to maint= ain a record of the activities as part of the raw material fashioned into a concluding report. They are= also used in some of the projects to allow you to keep a record of your progre= ss.