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Substance use and Society -SSC312

/in /by

Substance use and Society
SSC312
Module Guide
201617
Name: .
Programme: ………………………
SSC312MG.DOC Sept 2016
TITLE : Substance use and Society
MODULE CODE : SSC312
MODULE LEADER:
Name: Jacqueline Merchant
Room: Priestman 317
Tel no: 0191 515 3183
Email: Jacqui.merchant@sunderland.ac.uk
CONTENTS:
Page No
1. Module description 2
2. Introduction 4
3. General information 5
4. Aims and learning outcomes 5
5. Assessment 6
6. Teaching and learning approaches
7. Schedule
8.Courseware and other requirements
9. Reading list 8
10. Appendices 10
Plagiarism
How
to reference
The
Student voice
generic
marking criteria
1.MODULE DESCRIPTOR 201617
1
TITLE: Substance Use and Society
CODE: SSC312
CREDITS: 20
LEVEL: 3
FACULTY: Education & Society
MODULE BOARD: Health and Social Care
PREREQUISITES:
None
COREQUISITES:
None
LEARNING HOURS: 200, the nature of which is specified in the module guide
LEARNING OUTCOMES
Upon successful completion of this module, students will have demonstrated
Knowledge
1. Understanding of the physical, psychological, pharmacological, legal and social
contexts and consequences of substance use.
2. Knowledge of preventative and intervention strategies in place with regard to
substance misuse
3. An evaluation of current theories of problematic substance use.
Skills
4. Demonstrate independent writing skills using academic resources, research and
references.
CONTENT SYNOPSIS –
The module covers the history, use and misuse of problematic drugs and alcohol by
young people and adults. The main focus will be the United Kingdom, but the
international context will, necessarily, also be discussed. The nature and outcomes of
individual drug using situations may vary markedly but invariably there are physical,
psychological, pharmacological, ethical, legal, economic and social factors to be
considered in each case. The module is designed to provide the student with an overall
understanding of the use of drugs and alcohol. In the module, consideration will be
given not only to illegal drugs but also to the more commonly used drugs in the UK, such
as alcohol and tobacco, which can be purchased legally. In addition, apparently
nonproblematic
drug use and problematic drug use arising from the routine clinical
2
use of drugs will be considered. Added to this, current policy initiatives in drug and
alcohol prevention and intervention recognise that in order to meet the demands of
service users, work must be multidisciplinary, coordinated
and coherent. Opportunities
will be taken to challenge personal, professional and political interventions. It provides
an opportunity to examine key issues such as social, demographic and policy changes
and their impact upon substance users and resulting interventions. The political
framework for care is studied along with the major contribution by carers. This module
is aimed at students who wish to develop their knowledge and skills base for potentially
working with problematic substance users as well as being of more general interest to
social science students.
Weekbyweek
synopsis:
Week One: Introduction to the module/Definitions/Drugs in History
Week Two: Exploring attitudes & values//Myths & culture
Week Three: Why people use drugs
Week Four: Prevalence of drug use & drug using behaviour
Week Five: Reading Week
Week Six: Theories of addiction
Week Seven: Drugs & Crime
Week Eight: Drugs in Prison
Week Nine: Drug intervention Education,
harm reduction & recovery
Week Ten: Drug Treatment psycosocial
interventions
Week Eleven: Drug treatment substitute
prescribing
Week Twelve: Legalisation: National & International examples/revision
session
TEACHING AND LEARNING METHODS:
The module will be taught via formal lectures, videos, and small group work in
seminars. Blended learning materials will also be available to use via webct on
Sunspace. Key reading will be used to direct the seminars each week. Guest speakers
who work in the field of drug and alcohol work will also be invited to speak to students.
ASSESSMENT METHODS
Assessment 001 _
A 2500 word (guideline) essay testing learning outcomes 1, 2, 3 & 4
Assessment 002 _
A multiple choice questionnaire which tests learning outcomes 1, 2, 3 & 4
3
Sequenc
e
Assessment
Type
Marking
Scheme
Weightin
g
%
Qualifying
Mark
Pass
Mark
001 cw UG 70 35 40
002 Exam UG 30 35 40
PROGRAMMES USING THIS MODULE AS CORE/OPTION:
(a) B.Sc. (Hons.) Health & Social Care
(b) CSP Health & Social Care/Soc/Crim
(b) B.A.(Hons.) Sociology
(c) B.Sc.(Hons.) Criminology
(d) B.A. (Hons) Youth & Community Work
Franchised: No
College(s)
Work based learning: No
Professional Accreditation: No
MODULE LEADER Jacqueline Merchant
LEAD DELIVERER Jacqueline Merchant, Priestman building room 317, Tel. 515 3183,
email: Jacqui.merchant@sunderland.ac.uk
JACS Code: L300
2. INTRODUCTION
The module covers the history, use and misuse of problematic drugs and alcohol
by young people and adults. The main focus will be the United Kingdom, but the
international context will, necessarily, also be discussed. The nature and
outcomes of individual drug using situations may vary markedly but invariably
there are physical, psychological, pharmacological, ethical, legal, economic and
social factors to be considered in each case. The module is designed to provide
the student with an overall understanding of the use of drugs and alcohol. In the
module, consideration will be given not only to illegal drugs but also to the more
commonly used drugs in the UK, such as alcohol and tobacco, which can be
purchased legally. In addition, apparently nonproblematic
drug use and
problematic drug use arising from the routine clinical use of drugs will be
considered. Added to this, current policy initiatives in drug and alcohol
prevention and intervention recognise that in order to meet the demands of
4
service users, work must be multidisciplinary, coordinated
and coherent.
Opportunities will be taken to challenge personal, professional and political
interventions. It provides an opportunity to examine key issues such as social,
demographic and policy changes and their impact upon substance users and
resulting interventions. The political framework for care is studied along with
the major contribution by carers. This module is aimed at students who wish to
develop their knowledge and skills base for potentially working with
problematic substance users as well as being of more general interest to social
science students
3. GENERAL INFORMATION
Module leader
Jacqueline Merchant
Room: Priestman Room 317
Tel: 0191 515 3183
Resource Centre
The Murray library has books, journals and resources which will help you in this
module. Information and help with the module are available on webct vista.
Students should submit their written assessment via ‘Turnitin’ on the module
Sunspace page on the date specified below.
Learning hours
200, the nature of which is in the module guide
4. LEARNING OUTCOMES
Upon successful completion of this module, students will have demonstrated an ability
to:
Knowledge
1. Understanding of the physical, psychological, pharmacological, legal and social
contexts and consequences of substance use.
2. Knowledge of preventative and intervention strategies in place with regard to
substance misuse
3. An evaluation of current theories of problematic substance use.
Skills
5
4. Demonstrate independent writing skills using academic resources, research and
references.
5..ASSESSMENT
Assessment 001 _
A 2500 word (guideline) essay testing learning outcomes 1, 2, 3 & 4
Ssc312 Assessment one to be handed in via Turnitin on Dropbox on or by
16 th December 2016.
This essay should meet the following learning outcomes:
Knowledge
1. Understanding of the physical, psychological, pharmacological, legal and social
contexts and consequences of substance use.
2. Knowledge of preventative and intervention strategies in place with regard to
substance misuse
3. An evaluation of current theories of problematic substance use.
Skills
4. Demonstrate independent writing skills using academic resources, research and
references.
– write a 2500 word(guideline) essay on one of the following questions :
1. Critically analyse the reasons why people take drugs.
In this essay you will need to explore reasons why people take drugs, examine
prevalence rates, and evaluate theories of addiction. You could also include attitudes to
drug taking, within different arenas such as public, government and media.
6
2. Critically analyse the relationship between either a) drugs and crime or b)
drugs in prison
In either of these questions there should be links made between drugs and crime. The
theoretical understanding of these links need to be established and also some attempt
at establishing how intervention may (or may not) work in this regard.
3. Choose a type of drug (legal or illicit) and critically explore and analyse the
interventions which may be applied when it’s use becomes problematic.
For this essay you initially need to explore the meaning of problematic drug use in
defining your terms. You also need to explore the associated issues linked to this
‘problematic’ use and how this may impact upon the individual, family, community
and/or society. What routes of intervention may be taken and evaluate the relative
effectiveness of this, suggesting alternative interventions (if possible) from other
countries or from reading you may have done.
Assessment 002 _
A multiple choice questionnaire which tests learning outcomes 1, 2, 3 & 4
Sequenc
e
Assessment
Type
Marking
Scheme
Weightin
g
%
Qualifying
Mark
Pass
Mark
001 cw UG 70 35 40
002 Exam UG 30 35 40
Please note that the handin
date for the coursework assignment is Friday 16 th
December 2016. This should be handed in via ‘Turnitin’ (Dropbox) on your
module page on Sunspace.
The MCQ exam will take place in the assessment weeks in January 2017, date to
be confirmed. For the MCQ revision you will need to revise the 12 lecture slides
on the module page.
6.TEACHING AND LEARNING APPROACHES
The module will be taught via formal lectures, videos, and small group work in
seminars. Blended learning materials will also be available to use via webct on
Sunspace. Key reading will be used to direct the seminars each week. Guest speakers
who work in the field of drug and alcohol work will also be invited to speak to students.
7
7.SCHEDULE
8. OTHER COURSEWARE’S AND REQUIREMENTS
You can use sunspace for this module. You need to log onto sunspace at
http://webct.sunderland.ac.uk then use your personal identification code to access it.
The module guide and other information is available that will help you to complete this
module successfully.
9. READING LIST and USEFUL RESOURCES
INDICATIVE READING: Please see My Module Resources on your module Sunspace
page in the first instance
*The reading lists are not exhaustive,. Students are expected to identify and carry out
additional relevant reading. In addition you can access relevant journals using Discover.
INDICATIVE READING:
Bancroft, A. (2009) Drugs, intoxication and society. Polity Press.
Barton, A. (2003) Illicit drugs. Routledge, London.
Bean, P. (2002) Drugs and Crime .Willan Publishing, Devon.
Bennett, T. and Holloway, K. (2005) Understanding drugs, alcohol and crime. OUP,
Bucks.
Britten, N. (2008) Medicines and Society. Palgrave.
Daly, M. & Sampson, S. (2012) Narcomania: A journey through Britain’s Drug World .
Heinemann.
Glassner, B & Loughlin, J. (1987) Drugs in Adolescent Worlds: Burnouts to straights.
MacMillan Press.
Hammersley, R. (2008) Drugs and Crime. Polity Press.
HMSO (2002) ‘Tackling Drugs, Changing Lives’. The government drugs strategy.
Hughes, R. et al (eds) (2006) Drugs: policy and politics. OUP.
8
Measham, F., Aldridge, J. and Parker, H. (2001) Dancing on drugs. Free Association boks,
London.
Miles, S. (2000) Youth Lifestyles in a Changing World . OUP.
Miller and Rollineck (2002: 2 nd edition) Motivation Interviewing: Preparing People for
Change . Guilford Press.
Nutt, D. (2012) Without the Hot Air: Minimising the Harms of Legal and illegal Drugs.
Cambridge: UIT.
Parker, H. Aldridge, J and Egginton, R. (eds.) (2001) UK drugs unlimited. Palgrave,
Hampshire.
Plant, M. & Plant, M. (1992) Risk Takers: Alcohol, drugs, sex and youth. Routledge.
Pycroft, A. (2010) Understanding and working with Substance Misusers. Sage.
Shiner, M. (2009) Drug use and Social Change. Palgrave.
Simpson, M. Shildrick, T. and MacDonald. R. (eds.) (2007) Drugs in Britain ; Supply,
consumption and control .Palgrave, Hampshire
South, N. (1999) Drugs: Cultures, controls and everyday life. Sage, London.
Teesson, M., Hall, W., Proudfoot, H. & Degenhardt, L. (2012) Addictions. [ Second
edition]. Psychology Press.
Tyler, A. (1995) Street Drugs: The Facts Explained, the Myths Exploded. [Second
Edition]. Hodder Paperbacks.
West, R. (2006) Theories of addiction. Blackwell publishing.
Useful websites/journal articles for seminars
http://www.jrf.org.uk/publications/exploringuserperceptionsoccasionalandcontrol
ledheroinusefollowstudy
Follow on study from the above (only read if you’ve read the
above)
Shildrick, T. (2002) ‘Young people, illicit drug use and the question of normalisation’, in
Journal of Youth Studies, 5, 1: 3548
MacDonald, R. and Marsh, J., (2002) ‘Crossing the Rubicon? Youth Transitions, poverty
drugs and social exclusion, in International Journal of Drug Policy, 13: 2738.
Prime Minister’s Strategy Unit (2005) Drugs Project Phase One report: understanding
the issues, http://www.guardian.co.uk/drugs/Story/0,,1521501,00.html (click on read
report at the end of the press story).
*The above reading lists are not exhaustive, Students are expected to identify and carry
out additional relevant reading. In addition you can access relevant journals using your
Athens account.
9
10. Appendices
Appendix 1
PLAGIARISM
What is it?
Plagiarism consists in the unacknowledged copying of passages from other
people’s work, whether from published material or from fellow students, even if
paraphrased by altering occasional words or phrases. This applies to work of
any kind, including books, articles, encyclopedias, student essays or any other
source, whether in written, printed, electronic or any other form.
Why is it so serious?
10
Presenting other people’s work as your own is dishonest and could mean that
you have obtained your class of degree by corrupt means. Quite apart from this,
however, plagiarism can mislead your tutors as to your real qualities and
abilities, which will undermine the value of the advice they give to you and
hinder your own intellectual development. It obscures the extent to which you
have understood what you have read, since it is perfectly possible to reproduce
any text without fully comprehending it.
What are the consequences?
Plagiarism is absolutely forbidden (see Undergraduate Regulations). Any form of
plagiarism will be severely punished and, in extreme cases, could lead to the
termination of your studies. Plagiarism, even if inadvertent, still constitutes a
form of deception. This notice constitutes a formal warning: inadvertence is no
defence!
How do I avoid it?
Follow the advice on note taking, writing reports and citation given in this and
other guides relating to your programme. If you are at all uncertain as to what
constitutes plagiarism, you should seek advice from your tutor or module leader.
For further details, consult the University Rules and Procedures Governing
Infringement of Assessment Regulations, Jan. 1999.
11
Appendix 2
How To Reference
Accurate referencing of all written work is essential as it enables readers (and, for the
most part, this means markers ) to:
● assess the accuracy of the writer’s interpretation of source material;
● see how the writer’s ideas have been influenced by others;
● check the writer’s integrity (in terms of plagiarism and honesty); and
● easily seek out material that may be of interest to the reader’s own studies.
Referencing Systems
Although there are many referencing systems around, only two are commonly used: the
Harvard system and the Vancouver system (both named after the places in which they
were devised). Illustrations of these two systems are given below:
The Vancouver System of Referencing
In text:
They have also tended to focus on students of nursing rather than midwifery the
only
UK work available on student midwives is the study by Cavanagh and Snape 1 .
Moreover, when the separate countries of the UK are considered, almost all the major
work has been conducted in Scotland 2,3,4 . This is an important point because the
education of nurses in Scotland is governed by different regulations to those of England,
Wales and Northern Ireland and because the Scottish University system differs radically
from the rest of the UK.
Final reference list:
1 Cavanagh, S. J. and Snape, J. (1997). Educational sources of stress in midwifery
students. Nurse Education Today , 17 (2), 128134.
2 Jones, M. C. and Johnston, D. W. (1997). Distress, stress and coping in first year student
nurses. Journal of Advanced Nursing , 26 , 475482.
3 Baldwin, P. J., Dodd, M. and Wrate, R. M. (1998). Nurses: Training, Work, Health and
Welfare. Edinburgh: Working Minds.
4 Jones, M. C. and Johnston, D. W. (1999). The derivation of a brief Student Nurse Stress
Index. Work and Stress , 13 (2), 162181.
The Harvard System of Referencing
In text:
They have also tended to focus on students of nursing rather than midwifery the
only
UK work available on student midwives is the study by Cavanagh and Snape (1997).
Moreover, when the separate countries of the UK are considered, almost all the major
work has been conducted in Scotland (see, for example, Jones and Johnston 1997, 1999;
Baldwin et al. 1998). This is an important point because the education of nurses in
12
Scotland is governed by different regulations to those of England, Wales and Northern
Ireland and because the Scottish University system differs radically from the rest of the
UK.
Final reference list:
Baldwin, P. J., Dodd, M. and Wrate, R. M. (1998). Nurses: Training, Work, Health and
Welfare. Edinburgh: Working Minds.
Cavanagh, S. J. and Snape, J. (1997). Educational sources of stress in midwifery students.
Nurse Education Today , 17 (2), 128134.
Jones, M. C. and Johnston, D. W. (1997). Distress, stress and coping in first year student
nurses. Journal of Advanced Nursing , 26 , 475482.
Jones, M. C. and Johnston, D. W. (1999). The derivation of a brief Student Nurse Stress
Index. Work and Stress , 13 (2), 162181.
The Harvard system is the system adopted by many (but not all) of the departments in
the University. It is important that you check which referencing system is used by
your department, as it is likely that it will be the only system that is acceptable for any
work submitted within the department.
The Harvard system is a standardised system. This means that certain conventions must
be adhered to (though there is some room for flexibility, as you will see later). The
Harvard system works on the principle that every article, book or document mentioned
(‘cited’) in an assignment must have a matching full reference in the final reference list.
Likewise, every full reference in the reference list must have been mentioned in the
main text of the assignment. An additional ‘bibliography’ (which, in this context, means
a list of articles, books or documents used, but not mentioned in the main body of an
assignment) is not required.
Citations References
in the Main Body of an Assignment
Referring to a published piece of work in the main body of an assignment is more
properly called citing . A citation is, as such, nothing more than an intext
reference.
Citations are referenced in full in the reference list at the end of the assignment.
The Harvard system uses the ‘namedate’
system of citation: citations only employ the
authors’ surnames and the year of publication. In the main body of text, the format
‘firstauthor
et al. ‘ (‘ et al. ‘ means ‘and others’) is used whenever there are three or
more authors. However, in the final reference list, all the authors’ surnames and
initials must be listed regardless of how many authors there are.
Citations in the main body of the text often cause problems. There are essentially two
ways of attributing a comment, viewpoint or influence to a published piece of work. In
the first approach, the author(s) form an active part of the sentence construction; in the
second, the attribution is more passive. Distinguishing between the two is important as
it affects the presentation of citations. Both approaches are valid, however; indeed,
skilled writers often switch between the two. Look at the examples below. In particular,
note the position of the brackets and the full stops marking the end of the sentence.
13
Where there is one author
Actively involving the author:
As Wright (1993) points out, one of the paradoxes of successful change is that it escapes
public notice simply because it is successful.
The same phrase, passively attributed to the author:
One of the paradoxes of successful change is that it escapes public notice simply because
it is successful (Wright 1993).
Where there are two authors
Actively involving the authors:
According to Sax and Jones (1987), there is little evidence to support the wholesale
expansion of primary care.
The same phrase, passively attributed to the authors:
There is little evidence to support the wholesale expansion of primary care (Sax and
Jones 1987).
Where there are three or more authors the
use of et al.
Actively involving the authors:
Thomas et al. (1993) suggest that nursing will only really develop as a profession if
nurses become more political.
The same phrase, passively attributed to the authors:
Nursing will only really develop as a profession if nurses become more political
(Thomas et al. 1993).
Constructing the Final Reference List
The final reference list appears at the end of the assignment, essay or paper. It is usual
to precede the list with the simple heading ‘References’. The references are presented in
alphabetical order by author surname (or first author surname for multiple authors)
and, unlike the Vancouver system, are not numbered.
There are essentially three main types of text you will come across: books; journal
articles and chapters in edited books.
1. Books
General format for books:
Surname[s] of author[s], Initial[s]. (Year). Title: Subtitle . Edition [if 2nd or greater].
Place of publication: Publisher.
Examples:
Faltermeyer, T. S. (1996). Principles of Marketing Education in the NHS . Salisbury: Mark
Allen.
14
Kolb, D. A., Rubin, I. M. and Osland, J. (1991). Organizational Behavior: An Experiential
Approach . 5th edition. London: PrenticeHall
International.
Meleis, A. I. (1991). Theoretical Nursing: Development and Progress . 2nd edition.
Philadelphia: Lippincott.
When referring to a book that is edited , rather than written entirely by an author or
authors, the word ‘ ed(s). ‘ is inserted before the publication year. (But, see also
‘Chapters in Edited Books’.)
Examples:
Fransella, F. (ed.) (1981). Personality: Theory, Measurement and Research . London:
Methuen.
Gurman, A. S. and Razin, A. M. (eds.) (1977). Effective Psychotherapy: A Handbook of
Research . Oxford: Pergamon
Theses/dissertations (for example, PhD and MSc) follow the same format, except
following the title, [type of thesis], [location of University: name of University] appears,
for example:
Smith, H. (1997). Death and the Experiences of PreRegistration
Student Nurses: A
Qualitative Investigation. Unpublished PhD thesis. Leicester: DeMontfort University.
2. Journal Articles
General format for journal articles:
Surname[s] of author[s], Initial[s]. (Year). Title of article. Journal Title , Volume (Part),
Pages.
Examples:
Kane, C. F., DiMartino, E. and Jimenez, M. (1990). A comparison of shortterm
psychoeducational and support groups for relatives coping with chronic schizophrenia.
Archives of Psychiatric Nursing , 4 , 343353.
Lebow, J. (1982). Consumer satisfaction with mental health treatment. Psychological
Bulletin , 91 , 244259.
Wright, S. G. (1993). The standard guide to … achieving change. Nursing Standard , 7
(26), 5254.
Newspapers and magazines may, occasionally, need to be referenced, but bear in
mind the quality of the newspaper or magazine being read. The format is much the
same as for journal articles, except that the full date of the issue is required. If no author
can be identified, see ‘Anonymous Authors’ under ‘Common Referencing Problems’.
Example:
Wyllie, A. (1998). Barclays fails driver. Sunday Times , Money section, p1 (August 30).
3. Chapters In Edited Books
The distinction between a straightforward textbook and an edited textbook becomes
important when referencing. With edited books, different people write the individual
15
chapters and each chapter is treated as a separate article. This means that if students
read and make reference to, say, four chapters in an edited book with ten chapters, four
references will need to be added to the reference list.
Conference proceedings (printed documents reflecting the content of a conference) are
dealt with in the same way.
General format for chapters in edited textbooks:
Surname[s] of chapter author[s], Initial[s]. (Year). Title of chapter. In Initial[s]. +
Surname[s] of editor[s] of book (ed[s].) Title of book: Subtitle of book . Edition [if 2nd or
greater]. Place of publication: Publisher.
Examples:
Lewin, K. (1958). Group decision and social change. In E. Maccoby, T. M. Newcomb and
N. Sandford (eds.) Readings in Social Psychology . 3rd edition. New York: Henry Holt.
Mitchell, K. M., Bozarth, J. D. and Krauft, C. C. (1977). A reappraisal of the therapeutic
effectiveness of accurate empathy, non possessive warmth, and genuineness. In A. S.
Gurman and A. M. Razin (eds.) Effective Psychotherapy: A Handbook of Research . Oxford:
Pergamon.
Schön, D. A. (1988). From technical rationality to reflectioninaction.
In J. Dowie and A.
Elstein (eds.) Professional Judgement: A Reader in Clinical Decision Making. Cambridge:
Cambridge University Press.
Notes About Flexibility in the Harvard System
The Harvard system allows some flexibility, however it is important to be consistent .
In other words, if you adopt some of the flexibilities listed below, make sure that the
same formatting is employed throughout your document.
● Book or journal titles and the link word ‘In’ for chapters in edited textbooks need
some sort of emphasis. If not wordprocessing,
an alternative to using italics or
bold is to use underlining .
● In the final reference list, the brackets around the publication year can be
omitted.
● For books, it is acceptable to place the publisher before the place of publication,
separating the two with a comma instead of a colon.
● Full stops can be omitted from the authors’ initials (some feel this looks neater).
As such, all of these forms are acceptable for the final reference list:
Meleis, A. I. 1991. Theoretical Nursing: Development and Progress . 2nd edition.
Philadelphia: Lippincott..
Meleis, A. I. (1991). Theoretical Nursing: Development and Progress . 2nd edition.
Lippincott, Philadelphia.
Meleis, A I (1991). Theoretical Nursing: Development and Progress . 2nd edition.
Lippincott, Philadelphia.
16
Common Referencing Problems
Secondary Citations/References
Sometimes, students make use of references they find in books and articles they have
been reading, but do not actually consult the original sources. To present these
secondary references as primary references is really a form of cheating. To avoid this,
students should ideally follow up the secondary references and consult the original
sources. However, as this is not always possible, students should make use of the
phrases ‘cited in’ or ‘cited by’ to acknowledge that the reference is a secondary
reference. Unfortunately, there is no set Harvard standard on secondary references;
there are, however, two approaches in common use. Either of these approaches is
acceptable.
Approach 1 (This approach has the advantage of ensuring that only the books and
articles you have actually consulted appear in the final reference list):
In main body of the assignment
secondary reference cited by (or cited in) primary reference:
Date and Cornwall (1994) cited in Faltermeyer (1995)…
In the final reference list
reference only the primary reference:
Faltermeyer, T. S. (1995). Working towards quality developing
an approved course.
Complementary Therapies in Nursing and Midwifery , 1 (5), 138142.
Approach 2:
In main body of the assignment
secondary reference only:
Date and Cornwall (1994)…
In the final reference list
secondary reference cited in (or cited by) primary reference:
Date and Cornwall (1984) cited in Faltermeyer, T. S. (1995). Working towards quality ​developing
an approved course. Complementary Therapies in Nursing and Midwifery , 1
(5), 138142.
Note that while some secondary references are acceptable at the beginning of a
student’s academic career, at higher academic levels, overuse of ‘cited by’ or ‘cited in’ is
generally discouraged because it implies laziness that
students couldn’t be bothered to
chase up original source material.
Direct quotations
Direct quotations are pieces of text lifted wordforword
from books or articles. The
quotation should be copied exactly as it is written in the book or article from which it
17
has been taken. Any words missed out must be indicated by the use of an ellipsis (three
dots: …); any words inserted must be enclosed in square brackets.
Direct quotations are usually enclosed in inverted commas, and the number of the page
from which the quotation has been taken is always required . Long quotations require
double indenting or a smaller typeface.
Example:
Wrightsman and Deaux (1981) write:
‘More optimistic grounds for control of aggressive behavior concern the role of
appropriate environmental cues. Because such cues are important in the elicitation of
aggression, and might even increase the strength of the aggressive impulse, the removal
of such cues should serve to reduce aggressive behavior’ (p. 293).
Alternatively:
Wrightsman and Deaux (1981) write:
More optimistic grounds for control of aggressive behavior concern the role of
appropriate environmental cues. Because such cues are important in the elicitation of
aggression, and might even increase the strength of the aggressive impulse, the removal
of such cues should serve to reduce aggressive behavior (p. 293).
Note that overuse of direct quotes could be seen as a form of plagiarism.
Prolific Writers
Some authors produce several publications in one year. If two or more articles are
attributed to the same author(s) in a particular year, students should use alphabetical
sequencing (a, b, c, etc.) to distinguish between the articles. For example, if you use
three papers written by Adam Jones in 1994, you might want to call the first paper used
Jones (1994a), the second, Jones (1994b), the third, Jones (1994c). The references in the
final list would be:
Jones, A. (1994a). [Title, etc. of first Jones paper you cite.]
Jones, A. (1994b). [Title, etc. of second Jones paper you cite.]
Jones, A. (1994c). [Title, etc. of third Jones paper you cite.]
Note that you , as the writer, have inserted the letters a, b, c after the publication year.
They are not fixed like the publication year, but serve only to distinguish between the
three 1994 Jones articles you are using. If you only used one of the Jones papers, you
would not need to use any letters after the publication year.
This alphabetical sequencing for prolific writers often trips students up with secondary
referencing. You might read a book (say, by Johnson) that mentions a paper Smith
(1999c) that
you are interested in using in your assignment. Logically, you copy the
citation exactly as it is, and enter the full reference for Smith (1999c) in your final
reference list. There is a problem here, however, in that the letter ‘c’ after ‘1999’ was
inserted by the author of the book you are reading (Johnson) only to distinguish it from
two other papers/articles cited in that same book, papers Johnson calls ‘Smith (1999a)’
and ‘Smith (1999b)’.
18
What you should have done here is simply refer to the Smith paper as ‘Smith (1999)’
(assuming it is the only 1999 Smith paper that you want to use in your assignment).
Actually, what you should have done is consulted the original source the
paper
Johnson calls Smith (1999c) rather
than steal a secondary reference from Johnson!
Organisational (‘Corporate’) Authors
Institutions and organisations produce many papers and texts. These often cause
referencing problems. Remember, however, that these institutions and organisations
can be authors in their own right. So, the Department of Health, the Royal College of
Nursing, the UKCC, can all be cited as authors Department
of Health (1991), RCN
(1987), UKCC (1992), for example.
Consider the following examples:
National Schizophrenia Fellowship (1974). Social Provision for Sufferers from Chronic
Schizophrenia . Surbiton: NSF.
The NHS Health Advisory Service (1995). Together We Stand: The Commissioning of
Child and Adolescent Mental Health Services. London: HMSO.
Royal College of Nursing (1996). National Health Manifesto. London: RCN.
UKCC (1992). Code of Professional Conduct . London: UKCC.
Electronic Sources of Information
Increasingly, students are making use of electronic sources of information like the
internet when undertaking assignments. Providing that the information employed is
from a legitimate source (e.g. a reputable organisation), such information can be
extremely valuable. Generally, the format for referencing electronic sources of
information is similar to the format for books and journal articles, except that some
additional information is required:
● The type of medium is required (in square brackets) after the document details.
● Following the type of medium, ‘Available from:’ is written together with the
source of the material, e.g. the web page (for ease of reading, URLs are often
enclosed between the characters < and >, though these characters are not part of
the web address).
● The access/transmission date (in square brackets) is required after the source.
Examples:
Boell, E. J. (1995). Circulatory System. Microsoft Encarta ’95: The Complete Interactive
Multimedia Encyclopedia [CDROM].
Available from: Microsoft. [Accessed: 1 May 1999].
Men’s Health Trust (1998). The Men’s Health Trust [Website]. Available from:
<freespace.virgin.net/mens.health> [Accessed: 10 April 1998].
Pritzker, T. J. (No date). An Early Fragment from Central Nepal [Website]. Available
from: <www.ingress.com/~astanart/pritzker/pritzker.html> [Accessed: 8 June 1997].
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Prostate Cancer Charity (1997). The Prostate Cancer Charity [Website]. Available from:
<www.prostatecancer.
org.uk> [Accessed: 10 April 1998].
If no creation/publication date is available for the electronic material, simply write ‘No
date’ where the publication year normally goes. If no author can be found, follow the
guidelines in ‘Anonymous Authors’ below.
‘Anonymous’ Authors
With some documents, such as dictionaries or Acts of Parliament, it is difficult to find
out who the author is. In these cases, it is acceptable to reference by the document or
series title.
Examples:
Collins Modern English Dictionary (1987). Glasgow: William Collins & Sons.
Sunday Times (1998). Wellcome seeks alliance to keep genes data public. Business
Section, p.1 (August 30).
Mental Health Act (1983). London: HMSO.
World in Action (1995). All Work and No Play. [TV Programme]. Available from: Granada
TV, Manchester. [Transmitted: 16 October 1995].
Referencing Software
For students advanced in their academic careers (and other interested students), there
are several software packages around that can help you reference as you write. Two
wellknown
packages are Endnote and Papyrus .
Further Reading:
External Links:
● Guide to citing Website content.
http://www.hnet.
org/%7Eafrica/citation.html
● An introductory guide to referencing.
http://www.uwe.ac.uk/hsc/learnteach/studyskills/referencingwebsite/index.ht
m
● UCL Library Services (2000). Citing electronic sources
http://www.ucl.ac.uk/Resources/Searching/citing.htm
● MMU Guide to Referencing.
http://www.mmu.ac.uk/lsu/studyskills/references.html
Adapted with permission from The University of Manchester School of Nursing,
Midwifery and Health Visiting Study Skills Workbook by Steven Pryjmachuk.
Appendix 3 – The Student Voice
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Below you will find some comments made by previous students on feedback when asked to comment on their
experience of this module:
Very interesting topic. Nice to hear from others who have experienced drug misuse
Enjoyed the people coming in and talking about prison
Structure is good. Sunspace access is good
Lect. was very helpful when I had q’s. Module guide was clear
Outside speakers. Real life education
Found it interesting and the guest lecturers were helpful and informative
Large lect. room. Small sem. groups
Meeting people with real life exp. Reading out of class
Guest lectures bringing in drug users equipment/real world
Subject info. Info given from lecturer
Diff. perspective on drug misuse. Outside sources used lifeline
etc. Found the course interesting
Interactive workshops. Mixture of learning styles. Content of lecture materials
Learning about drugs/the help
The assignment was easy to understand.
harm reduction
Visitors made it more enjoyable. Everything well explained. Lots of resources available
Knowledge on theories/drugs/society on drugs
Diff. and unique learning strategies. Interesting/eye opening content. Fun/controversial debates
Lecturer was very helpful if you had only q’s. about assessments
Very interesting and thought provoking. Very well delivered by lecturer. Lecturer very helpful with q’s.
Extremely interesting. Very informative. The slides are packed with info
Interesting subject relating to current issues
Models of addiction. Lectures. Visiting guest speakers
Theories of addiction
Interesting content. Reading was always well linked
Interesting. Learning new stats. Speakers coming for lectures
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Appendix 4 Generic
Assessment
Generic Assessment Criteria – Undergraduate Bachelor’s degree
These should be interpreted according to the level at which you are working
Categories
Grade Relevance Knowledge Analysis Argument and Structure Critical Evaluation
Pass
86 –
100%
The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding qualification. There is also unequivocal evidence showing that all the learning outcomes and responsibilities appropriate expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling interpretation or discourse.
7685%
The work examined is excellent and demonstrates comprehensive knowledge, understanding and skills appropriate excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance there may be some evidence of originality
70 –
75%
The work examined is of a high standard and there is evidence of comprehensive knowledge, understanding and skills There is also clearly articulated evidence demonstrating that all the learning outcomes and responsibilities appropriate expected that the standard of the work will be high in the majority of the categories cited above or by demonstrating argument, interpretation or discourse.
60 –
69%
Directly relevant
to the
requirements of
the assessment
A substantial
knowledge of
relevant material,
showing a clear
grasp of themes,
questions and
issues therein
Good analysis,
clear and orderly
Generally coherent and
logically structured, using
an appropriate mode of
argument and/or
theoretical mode(s)
May contain some
distinctive or
independent thinking;
may begin to
formulate an
independent position
in relation to theory
and/or practice.
50 –
59%
Some attempt to
address the
requirements of
the assessment:
may drift away
from this in less
focused passages
Adequate
knowledge of a fair
range of relevant
material, with
intermittent
evidence of an
appreciation of its
significance
Some analytical
treatment, but
may be prone to
description, or to
narrative, which
lacks clear
analytical
purpose
Some attempt to
construct a coherent
argument, but may suffer
loss of focus and
consistency, with issues
at stake stated only
vaguely, or theoretical
mode(s) couched in
simplistic terms
Sound work which
expresses a coherent
position only in broad
terms and in
uncritical conformity
to one or more
standard views of the
topic
40 –
49%
Some correlation
with the
requirements of
the assessment
but there are
instances of
irrelevance
Basic
understanding of
the subject but
addressing a
limited range of
material
Largely
descriptive or
narrative, with
little evidence of
analysis
A basic argument is
evident, but mainly
supported by assertion
and there may be a lack
of clarity and coherence
Some evidence of a
view starting to be
formed but mainly
derivative.
Fail
35 –
39%
Relevance to the
requirements of
the assessment
may be very
intermittent, and
may be reduced
to its vaguest and
least challenging
terms
A limited
understanding of a
narrow range of
material
Heavy
dependence on
description,
and/or on
paraphrase, is
common
Little evidence of
coherent argument: lacks
development and may be
repetitive or thin
Almost wholly
derivative: the
writer’s contribution
rarely goes beyond
simplifying
paraphrase
The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level 30 –
34%
The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will 1529%
The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be 014%
The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. indicators.
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