12/27/2024 2:46:27 AM	HLE 96 Course Outline as of Spring 2002	Changed Course
CATALOG INFORMATION
Discipline and Nbr:  HLE 96	Title:  PREVENT & EDU ON ALC/DRG
Full Title:  Prevention and Education on Alcohol and Drugs
Last Reviewed:10/12/2020

Units		Course Hours per Week			Nbr of Weeks	Course Hours Total
Maximum	3.00	Lecture Scheduled	3.00		17.5 max.	Lecture Scheduled	52.50
Minimum	3.00	Lab Scheduled	0		17.5 min.	Lab Scheduled	0
		Contact DHR	0			Contact DHR	0
		Contact Total	3.00			Contact Total	52.50
		Non-contact DHR	0			Non-contact DHR Total	0

Total Out of Class Hours:  105.00

Total Student Learning Hours: 157.50

Title 5 Category:  AA Degree Applicable
Grading:  Grade Only
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 
Formerly:  HLC 299.40

Catalog Description:

Reviews the history, theories, models and state-of-the-art approaches to alcohol and drug education and prevention.

Prerequisites/Corequisites:

Recommended Preparation:
Eligibility for ENGL 100 or ESL 100.

Limits on Enrollment:

Schedule of Classes Information
Description:

Reviews history, theories, models and state-of-the-art approaches to alcohol and drug education and prevention.

(Grade Only)
Prerequisites:
Recommended:Eligibility for ENGL 100 or ESL 100.
Limits on Enrollment:
Transfer Credit:CSU;
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:		Effective:		Inactive:
Area:
CSU GE:	Transfer Area			Effective:	Inactive:
IGETC:	Transfer Area			Effective:	Inactive:
CSU Transfer:	Transferable	Effective:	Spring 2002	Inactive:
UC Transfer:		Effective:		Inactive:
C-ID:

Certificate/Major Applicable: Both Certificate and Major Applicable

COURSE CONTENT

Outcomes and Objectives:
At the conclusion of this course, the student should be able to:

Upon completion of this course, the student will be able to:

1.  Compare and contrast primary, secondary and tertiary prevention.

2.  Classify the characteristics and symptoms of alcohol and drug abuse.

3.  Debate the factors in society that make addictive behavior attractive.

4.  Analyze research that identifies at-risk populations, including

college athletic departments, ethnic groups and the campus in general.

5.  Analyze how the media targets campus populations, e.g., sale of

alcohol and tobacco.

6.  Evaluate the advantages of a campus policy and procedures in dealing

with students with addictive behaviors.

7.  Assess a minimum of five examples of approaches to education and

prevention.

8.  Interpret the components of a model health and wellness program.

Topics and Scope

1.  Introduction and Overview

2.  Examination of the addiction of alcohol and other drugs

3.  Factors in society that make addictive behavior attractive

4.  Examples of at-risk populations

5.  Media and public policy impact on community use of alcohol and drugs

6.  Examination of successful education and prevention strategies that

   have worked for individuals, families and college campuses

7.  Health alternatives to addiction

Assignments:

1.  Reading Assignments:

   a.  Weekly reading from text and selected reading list.

2.  Writing Assignments

   a.  One term paper on subject designated by the instructor.

   b.  Three written reports on field work interviews.

3.  Oral Presentations:

   a.  Each student will present one oral report dealing with the term

       paper assignment and/or the visitation of a drug education and

       prevention program.

4.  Other Assignments:

   a.  Visit with a classmate three education and prevention programs

       within Sonoma, Mendocino, or Lake County and complete a three to

       five-page report on that facility.

Methods of Evaluation/Basis of Grade.

Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.		Writing 30 - 60%
Written homework, Reading reports, Lab reports, Essay exams, Term papers
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.		Problem Solving 10 - 15%
Case studies on potential alcoholics/drug abusers
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.		Skill Demonstrations 0 - 0%
None
Exams: All forms of formal testing, other than skill performance exams.		Exams 30 - 60%
Multiple choice
Other: Includes any assessment tools that do not logically fit into the above categories.		Other Category 0 - 0%
None

Representative Textbooks and Materials:

Concepts of Alcohol and Drug Education and Prevention by D. Smith and

Susan Horne, 3rd Ed. 1998. Prentice Hall

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