Theories Of Drug Addiction Essay Discussion
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Theories Of Drug Addiction Essay Discussion
- Gregory posted: Considering the impact that addiction has had in many individuals’ lives, counselors must develop the skills and knowledge to educate
and provide much-needed assistance for struggling addicts effectively. Many models are used to explain the etiology of addiction; however, more evidence and research is needed to understand the truth of addiction (Capuzzi & Stauffer, 2020). “Counselors need to understand various causal attributions clearly and their associated strengths and limitations to be aware and appropriately respond to clients, health workers, colleagues, institutions and cultural groups” (Capuzzi & Stauffer, 2020).
Religious groups and the legal system have adopted the Moral Model because addiction is viewed as dualistic; it is based on what is right or wrong, acceptable or unacceptable (Capuzzi & Stauffer, 2020). Many consider the moral model as sinful or morally weak. The moral model explains addiction as a consequence of personal choice, and those engaging in addictive behavior are viewed as having the capacity to make better decisions (Capuzzi & Stauffer, 2020). My biblical perspective of the moral model is taken from Matthew 5:48, which says, “Therefore you are to be perfect, as your heavenly Father is perfect.”
Gaining a working knowledge of the Disease Model of addiction has been interesting. This model was first associated with alcoholism but has recently included the addition of other drugs (Capuzzi & Stauffer, 2020). In this model, addiction is viewed as a disease rather than secondary to other conditions, and this model also believes that once an individual has this disease, they will have it for life (Capuzzi & Stauffer, 2020). Looking at the belief that the disease model is irreversible, one would have to embrace the myths that say, once an addict, always an addict. This concept embraces the belief that addicted individuals are powerless, and those who find the strength to break the addiction are referred to as recovering rather than recovered (Capuzzi & Stauffer, 2020). My biblical perspective for the disease model comes from 2 Timothy 1:7 – “For God gave us a spirit, not of fear but power and love and self-control.”
I thought the Public Health Model shared some vital points on addiction. It shares the belief that individuals associated with public positions, such as educators, attorneys, and others, maybe encouraged to stay clear of addictive behaviors (Capuzzi & Stauffer, 2020). It is always appropriate to publicly present a professional disposition, which is what made this model stand out for me. This model is embraced by the Substance Abuse and Mental Health Services Administration (SAMHSA), the World Health Organization (WHO), and the Center for Disease Control and Prevention (CDC), because of its focus on public health (Capuzzi & Stauffer, 2020).
My original choice was the Developmental Model because it points to how early use during dynamic developmental periods, such as early and late adolescents, can influence long-term addictive neurobiological pathways (Capuzzi & Stauffer, 2020). The concept is genuine for many addicts exposed early in life to alcohol or drugs; their addictive behavior developed at a young age. This model believes that vulnerability is never static or unchanging but varies across the lifespan (Capuzzi & Stauffer, 2020). My biblical worldview comes from 1 Corinthians 16:13 “Be on your guard, stand firm in the faith; be courageous; be strong.”
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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