Psychology 4873E 001 FW25
Addictions: Theory and Research
Western University
London Canada
Department of Psychology
Fall/Winter 2025/2026
Psychology 4873E Section 001
Addictions: Theory and Research
1 Calendar Description
This course introduces students to major topics in the prevention and treatment of various forms of addictive behavior. The course also involves a structured community service learning component in which students will help addictions-related organizations meet their identified needs. This work will not necessarily involve direct client contact.
Antirequisites: The former Psychology 3315E
Prerequisites: Enrolment in 3rd or 4th year in any program, although priority will be given to qualified 4th year Honours Psychology students. Registration is by special permission only and must be obtained from the course instructor in the Spring/Summer before the course begins in the Fall term.
2 seminar hours, 3 placement hours. (This course has a service learning component.)
Course Weight: 1.0
Unless you have either the prerequisites for this course or written special permission from your Dean to enrol in it, you may be removed from this course and it will be deleted from your record. This decision may not be appealed. You will receive no adjustment to your fees in the event that you are dropped from a course for failing to have the necessary prerequisites.
2 Course Information
Instructor: Dr. Riley Hinson
Office and Phone Number: see Brightspace, 519-661-2111 ext 84649
Office Hours: By appointment
Email: hinson@uwo.ca
Time and Location of Classes: see Timetable on Student Centre
Delivery Method: In-person
3 Course Materials
No textbook required
4 Course Objectives and Learning Outcomes
The purpose of the course is to provide students exposure to both the scholarly literature and research related to many aspects of addiction. From the placement, students are expected to gain experience as to how some of the ideas and concepts discussed in lecture unfold in settings providing addiction related services.
By the end of the course the successful student should be able to:
- Memorize, describe and apply main concepts and principles related to drug use and addiction
- Locate and critically evaluate scholarly material related to real world challenges faced by those with drug use problems and those providing help to such individuals
- Communicate scientific information in oral and written forms that are accessible to those involved real world delivery of addiction services and treatment
- Critique information presented in scientific and popular media related to drug use and drug addiction
- Manage and deliver a project that is of value to a community organization involved in providing services to those with drug addiction, which would involve conceptualization, planning, coordination of efforts, time management
- Engage in reflection about drug users and those who are engaged in helping them to experience personal growth and to be able to more accurately inform others about drug addiction
- Recognize and develop own sense of commitment to civic engagement and social responsibility
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Learning Outcome
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Learning Activities |
How Assessed |
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Knowledge and Understanding |
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1. Depth & Breadth of Knowledge Memorize (M), describe (D) and apply (A) main concepts and principles related to drug use and addiction |
Reading Class discussion Guest lectures Community project |
Oral Presentations of current news Contribution to Class Discussion (DA) Final Report (DA) Final Presentation (DA) |
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Abilities |
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2. Knowledge and Application of Methodologies Locate and critically evaluate scholarly material related to real world challenges faced by those with drug use problems and those providing help to such individuals |
Community project Classroom activity |
Oral/written reports Final Report Contribution to class activity Final class oral presentation |
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3. Communication Skills Communicate scientific information in oral and written forms that are accessible to those involved in real world settings. |
Community project Classroom activity |
As assessed by setting supervisor Contribution to class activity Final Report Final class oral presentation |
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4. Autonomy and Professional Capacity Manage and deliver a project that is of value to a community organization |
Community project |
As assessed by setting supervisor (in consultation with course instructor) |
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Attributes |
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5. Awareness of Limits of Knowledge Engage in reflection about what you have experienced in the community settings |
Community project CEL logs Class presentation on reflection Class discussion |
Instructor evaluation of CEL logs Contribution to class discussions Final report and presentation As assessed by setting supervisor, in consultation with instructor. |
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6. Autonomy and Professional Capacity Recognize and develop own sense of commitment to civic engagement and social responsibility. |
Community project Field trips
Class discussions |
Instructor evaluation of CEL logs. Final report and presentation Post course reflection session
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5 Evaluation
The evaluation and testing formats for this course were created to assess the learning objectives as listed in section 4 and are necessary for meeting these learning objectives
“In the News” article discussion and in class presentation 20 marks
There are numerous articles related to issues surrounding drugs appearing in on-line versions of newspapers, news channels, magazines, etc. The articles most often raise issues about drugs, drug policy, drug users, treatment, etc. The articles may be based on some published journal, some government policy, some incident, etc. The purpose of this evaluation component to promote an in-class discussion of the issues raised in such articles. Each student will choose an ITN (In the News) article subject to my approval. The student will then write a paper discussing what the article is reporting, issues raised by the article, the accuracy or inaccuracy of the reporting, etc. This paper is not just a summary of the article, rather it uses the article as the starting point for a discussion of issues raised by the article. It is expected that the discussion of the article will use other relevant reference material. The paper should be a minimum of 4 pages. In addition to the written paper, the student will lead an in-class discussion based on the article. This in-class discussion will use a PP type presentation format. The evaluation will be based on both the paper and the in-class PP presentation.
Here is an example: https://www.news-medical.net/news/20211012/6-months-to-live-or-die-How-long-should-an-alcoholic-liver-disease-patient-wait-for-a-transplant.aspx
This article discusses the requirement that people with alcohol use disorder (what used to be called alcoholism) have a 6 month period of sobriety before they can receive a liver transplant. There are many issues raised by this article including:
- Does this perpetuate stigma for those with AUD
- Is there any evidence that this is related to the person remaining sober after the liver transplant
- Does it apply to only liver transplant (the liver is subject to harm from alcohol use) or does it apply to other organ transplant for those with AUD—should it?
- Are smokers similarly required to be smoke free before giving lung transplants? What does this tell us about stigma surrounding AUD
Being a lead discussant on another student’s ITN 12 marks (6 marks for each Lead Discussant role)
In order to promote discussion of the in-class ITN presentation, each student will be identified as a lead discussant for 2 other students’ ITN’s. The lead discussant will be expected to prepare a written documents identifying issues raised by the article and provide a brief written statement about the issue. The lead discussant will raise these issues during the in-class presentation and should be prepared to provide an informed discussion. The evaluation will be based on both the written part and the in-class discussion.
Community Partner Project 35 marks
Working with at least one other student, students will complete a project for their community partner. The graded work will include a paper.
The write up of the project: There is no specific format since it will vary by project, but it should use APA formatting (where appropriate) and should comprise a scholarly review component and a write up of the project. I will meet with each group during the second term to discuss the format of this written presentation—e.g., will it be like a review paper only, or a journal article, or some other format. Note that this will be a group-based graded component, so each group will have to decide how the responsibilities will be assigned. While no specific number of pages is required write-ups in the past have been between 20-40 pages (excluding references). The written component will be worth 35 marks. This will be due the last day of classes, April 9.
Almost all the community partner projects will involve components that may be considered “research” or “pedagogical projects” according to TCPS II definitions. Accordingly you will be REQUIRED to complete the TCPS II Core Tutorial. You will have to send me a copy of your completion certificate. Here is the web site
Community Partner Evaluation of Student Engagement 15 marks
Community partners will give you points to a maximum of 15 based on their evaluation of involvement in the organization, participation, handling of any responsibilities, and conduct of project
Attendance and Participation in Classes, Outings, and Field Trips 8 marks (4 marks for class attendance and participation—4 marks based on Outings and Field Trips)
While there are no tests for this course, you are expected to attend all classes. We will have guest speakers. Attendance will be taken and will be used for grading purposes. Attendance during sessions with guest speakers will be weighted more in terms of attendance marks. In addition, and to the extent possible, we will try to go on several field trips and visits to sites in the community. These visits almost always occur outside of class time. It is expected that students will attend as many of these events as possible.
Four marks are based on class attendance and participation. Attendance is straight forward--did the student arrive on time and stay for the entire class. Leaving class early, or arriving significantly late (more than 10 minutes) would not be considered as having attended the class.
Four marks are based on taking part in Outings and Field Trips—examples would include dinners with Guest Speakers, attending the Recovery Breakfast, taking part in So Con, attending Recovery Support meetings, going to the Methadone clinic, field trip to Westover, and other such out of class activities. In order to receive the full 4 marks you have to attend at least half of all such activities. If you attend less than half but at least ¼ of these activities you will get 2 marks. If you attend less than ¼ of the activities you will not receive any of the 4 marks.
End of year reflection 10 marks
One of the purposes of CEL courses is to encourage the student to reflect on what they have learned about others and themselves as a result of the community engagement. This may be very distinct from any academic knowledge they have gained. I hope you will keep a journal or diary throughout the year about any revelations you may gain during your placement in the community organizations. At the end of the year you will be asked to think back over the year and share these insights. That may be done as a written paper, a collage of images, an art piece, a video, a poem, a novel, or whatever form you feel best allows you to express yourself. We may try to have a class devoted to this in a type of focus group discussion. This is worth 10 marks. This will be due April 9.
Policy on Missing Coursework
Because this is an essay course, as per Senate Regulations, you must pass the essay component to pass the course. That is, the average mark for your written assignments must be at least 50%.
This course is exempt from the Senate requirement that students receive assessment of their work accounting for at least 15% of their final grade at least three full days before the date of the deadline for withdrawal from a course without academic penalty.
Any evaluative component that is not submitted by the scheduled due date is subject to a penalty of 10% of the value of the component for each 48 hour period, or any part thereof, the component is late.
The Psychology Department follows Western’s grading guidelines: https://www.uwo.ca/univsec/pdf/academic_policies/general/grades_undergrad.pdf
The expectation for course grades within the Psychology Department is that they will be distributed around the following averages:
70% 1000-level to 2099-level courses
72% 2100-2999-level courses
75% 3000-level courses
80% 4000-level courses
In the event that course grades are significantly higher or lower than these averages, instructors may be required to make adjustments to course grades. Such adjustment might include the normalization of one or more course components and/or the re-weighting of various course components.
Policy on Grade Rounding
Please note that although course grades within the Psychology Department are rounded to the nearest whole number, no further grade rounding will be done. No additional assignments will be offered to enhance a final grade; nor will requests to change a grade because it is needed for a future program be considered.
6 Assessment/Evaluation Schedule
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ITN and in class presentation |
20% |
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Lead Discussant x 2 |
12% (6% for each) |
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Community Partner Project |
35% |
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Community Partner Evaluation |
15% |
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Class Attendance and Participation |
4% |
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Outside Activities Participation |
4% |
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End of Year Reflection |
10% |
7 Class Schedule
The class schedule topics should be considered tentative and are subject to change. I try to have guest speakers for some classes, and any class may be replaced by a guest speaker. Also remember that each student will be making an in-class presentation based on their ITN. The date of those presentations will be in consultation with each student.
- Sept 9 Introduction to Class
- Out of Class Activity--Sept 13 SoCon in London
- Sept 16 Community Partner Fair and Selection
- Out of Class Activity--Sept 19 Recovery Breakfast (date to be confirmed)
- Sept 23--Overview of Drugs
- Sept 30--No Class--National Day for Truth and Reconciliation Day
- Oct 7 Guest Speaker(s)—Lily Bialas, Counterpoint and Carepoint Harm Reduction Services (date to be confirmed) with after class dinner
- Oct 14 History of Drug Use and History of the Conceptualization of Addiction and
Treatment
- Out of Class Activity—Attend open AA meeting @ Tuesday North (date to be confirmed)
- Oct 21 Addiction in DSM
- Oct 28 Date left open
- Nov 4 No Class due to Reading Week
- Nov 11 Guest Speaker(s)—Dean Anderson from Epic Recovery (date to be confirmed) with after class dinner
- Nov 18 The Biopsychosocialspiritual model of addiction
- Nov 25 The Biopsychosocialspiritual model of addiction
- Dec 2 The Biopsychosocialspiritual model of addiction
- Dec 9 The Biopsychosocialspiritual model of addiction
- Jan 6 Date left open
- Jan 13 The Biopsychosocialspiritual model of addiction
- Jan 20 The Biopsychosocialspiritual model of addiction
- Jan 27 Date left open
- Feb 3 In class presentation of ITN
- Feb 10 In class presentation of ITN
- Feb 17 No Class—Spring Reading Week
- Feb 24 Date left open—potential Guest Speaker Dr. Martyn Judsun with dinner afterwards
- Mar 3 In class presentation of ITN
- Out of Class Activity—we will go to a commencement ceremony at Westover some time in March. It will be a Friday and it will be all day
- Out of Class Activity—we will visit the Crisis Stabilization Centre on Huron St some time in March
- Mar 10 In class presentation of ITN
- Mar 17 In class presentation of ITN
- Mar 24 Date left open
- Mar 31 In class presentation of ITN
- Apr 7 In class presentation of ITN
- Community Partner Project paper due April 9 by 23:00 hours. To be submitted to designated portal on Brightspace.
- I have several other potential Guest Speakers and Out of Class Activities that will be scheduled when determined.
8 Academic Integrity
Scholastic offences are taken seriously, and students are directed to read the appropriate policy, specifically, the definition of what constitutes a Scholastic Offence, at the following Web site: https://www.uwo.ca/univsec/pdf/academic_policies/appeals/scholastic_discipline_undergrad.pdf.
Possible penalties for a scholastic offence include failure of the assignment/exam, failure of the course, suspension from the University, and expulsion from the University.
Statement on Use of Electronic Devices
You may use your laptop to take notes during classes
Plagiarism Detection Software
All required papers may be subject to submission for textual similarity review to the commercial plagiarism detection software under license to the University for the detection of plagiarism. All papers submitted for such checking will be included as source documents in the reference database for the purpose of detecting plagiarism of papers subsequently submitted to the system. Use of the service is subject to the licensing agreement, currently between Western and Turnitin.com.
Use of AI
The use of generative AI tools such as ChatGPT to produce written work is not permitted. Any work submitted must be the work of the student in its entirety.
AI Policy for Psychology:
Responsible use of AI is allowed in Psychology. This includes using AI for brainstorming, improving grammar, or doing preliminary/background research on a topic.
AI is not to be used in place of critical thinking.
The misuse of AI undermines the academic values of this course. Relying on AI to create full drafts or fabricate sources is prohibited. You are ultimately responsible for any work submitted, so it is highly advised that you critically review your Generative AI output before incorporating this information into your assignments.
If you use AI, you must clearly explain its role in your work. All written assignments will require an AI Usage Statement, in which you will indicate what tools you have used, what you have used them for, and (broadly) how you have modified this information. Assignments without an AI Usage Statement will not be accepted.
Violations of this policy will be handled according to Western’s scholastic offense policies.
9 Academic Accommodations and Accessible Education
View Western’s policy on academic accommodations for student with disabilities at this link.
Accessible Education provides supports and services to students with disabilities at Western.
If you think you may qualify for ongoing accommodation that will be recognized in all your courses, visit Accessible Education for more information. Email: aew@uwo.ca Phone: 519 661-2147
10 Absence & Academic Consideration
Academic Considerations: https://registrar.uwo.ca/academics/academic_considerations/index.html
11 Other Information
- Office of the Registrar: https://registrar.uwo.ca
- Student Development Services: www.sdc.uwo.ca
- Psychology Undergraduate Program: https://www.psychology.uwo.ca/undergraduate/index.html
Students who are in emotional/mental distress should refer to Health and Wellness@Western https://www.uwo.ca/health/ for a complete list of options about how to obtain help.
Please contact the course instructor if you require material in an alternate format or if you require any other arrangements to make this course more accessible to you.
If you wish to appeal a grade, please read the policy documentation at: https://www.uwo.ca/univsec/pdf/academic_policies/appeals/appealsundergrad.pdf. Please first contact the course instructor. If your issue is not resolved, you may make your appeal in writing to the Undergraduate Chair in Psychology (psyugrd@uwo.ca).
Copyright Statement
Lectures and course materials, including power point presentations, outlines, videos and similar materials, are protected by copyright. You may take notes and make copies of course materials for your own educational use. You may not record lectures, reproduce (or allow others to reproduce), post or distribute any course materials publicly and/or for commercial purposes without the instructor’s written consent.
