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Substance Abuse
Shantel Clark
Department of Social Work, Savannah State University
SOWK 2200: Human Needs and Human Services
Dr. Tadisha Young
February 19, 2024
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Substance Abuse
The title of the selected study is “Substance abuse-related self-stigma in women with
substance use disorder and concomitant posttraumatic stress disorder,” and it investigates the internalization process of stigma by women who are fighting substance use disorder (SUD) and
PTSD at the same time. That particular subject was chosen because of its significance in the field of social work in terms of recognizing and resolving the overall difficulties of individuals
suffering from both mental health and drug misuse concerns. From the reading, I hope to
understand more about the relationship between self-stigma, mental illness, and child abuse, as well as how it affects social work practice.
Summary of Article:
The study investigated the level of self-stigma among 343 women with SUD and PTSD.
The researchers used the Self-Stigma in Alcohol Dependence Scale to determine each woman’s level of self-stigma. The major goal was to confirm the make it an important of self-stigma and identify the elements that influence each stage. The research findings also revealed the complicated connection of the self-stigma conditions (awareness, agreement, application, and
harm), providing significant evidence in support of the progression model. The determinants of self-stigma changed among stages. However, the more participants believed that stereotypes were associated with younger ages, the more they used stereotypes, which was associated with
both younger ages and higher degrees of sadness and SUD severity. The report that found no further effect of childhood trauma or the level of PTSD on self-sigma was relevant to us. Unlike Clark3 previously, depression has surfaced as a key role in stigma difficulties among women suffering
from SUD and PTSD. This startling outcome stresses the critical importance of therapies that address depressed symptoms before they lead to self-stigmatization in youth.
Methods
The current study used correlational analysis to investigate the predictive value of
childhood trauma, PTSD severity, and depression on self-stigma phases in 343 women with cooccurring substance use disorder and posttraumatic stress disorder. Participants completed the
Self-Stigma in Alcohol Dependence Scale, giving the researchers access to multiple facets of self-stigma. This analytical approach guided the research toward a detailed understanding of the
factors and stages of self-stigma. Hierarchical regression analysis allowed for a more in-depth examination of how child abuse, the severity of PTSD, and depression facilitate the internalization and application of society’s stereotypes to oneself. Such preciseness not only reinforces the study’s search of a greater understanding, but also provides the necessary context
for the
Student Reflections
The paper is fascinating to me since it demonstrates numerous links between self-stigma, mental health issues, and early trauma. The study led to an important finding about the central role of depression in generating self-stigma among women suffering from SUD and PTSD. This
admission underscores that interventions that go beyond the usual approach are more important than ever, addressing not just the psychological features of mental health problems but also the
societal prejudices that fuel stigma.
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This article explicitly states the link between self-stigma and mental health issues, which
is critical in humanizing people’s experiences that are typically overlooked in ordinary speech.
That is how prejudices accumulate in an individual’s thinking and begin to be directed at oneself.
Thus, the cycle of humiliation and self-evaluation begins. Additionally, sadness, as the most important precursor of self-stigma, contradicts currently accepted narratives that stress the occurrence of either PTSD or childhood trauma severity. This cultural change emphasizes the
importance of a comprehensive strategy that considers the multiple nature of mental health and how it affects self-perception.
One interesting finding in this paper is the necessity for lengthy programs that target both internal and outward self-stigma aspects. Traditional techniques, which are primarily concerned with the diagnosis and treatment of symptoms, as well as the management of trauma, fail to recognize that societal views have a greater impact on individual well-being. Social workers can
build a more inclusive and supportive environment for those suffering from SUD and PTSD by collaborating on treatments that aim to modify societal perceptions and empower people.
Additionally, the article builds a strong case that social work practitioners cannot ignore
person-centered approaches. This is the core of my professional ethos. It reminds me of the relevance of taking note of an individual’s specific concerns, different experiences, and unique identities and then tailoring the interventions to meet their needs and preferences exactly. Respecting the inherent dignity and value of every human person is the basic foundation
of social work, and person-centered practice offers a framework that enables the social worker to uphold these values in actual practice. Engaging in critical analysis of existing methods of dealing with self-stigma, I found that traditional models, which do not fully consider the intersecting identity and experience, also find it challenging to deal with this phenomenon. To
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grasp a more complicated meaning of self-stigma is to meet these prejudices and assumptions with courage and to break them inside of us and in the systems, we are part of. It requires a.pledge to continuous learning, inner contemplation, and an attempt to enter uneasy conversations
about the hierarchy of privilege, power, and subjugation.
References
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Melchior, H., Hüsing, P., Grundmann, J., Lotzin, A., Hiller, P., Pan, Y., … & Cansas Study
Group. (2019). Substance abuse-related self-stigma in women with substance use
disorder and comorbid posttraumatic stress disorder. European Addiction
Research, 25(1), 20-29. https://karger.com/ear/article-abstract/25/1/20/134239
INDIVIDUAL PRESENTATION #1 GUIDELINES
SOWK 2200: HUMAN NEEDS AND HUMAN SERVICES
SPRING 2024
Assignment
Prompt
The format will be an individual PowerPoint presentation. Each student will turn their Writing
Assignment one into a PowerPoint presentation. Also, each student will the option to voicerecord over each slide as if he/she is presenting in front of a group of people (this will be
optional for this assignment only). Instructions on how to voice-record will be located inside of
the Individual Presentation One folder. Each student will only have 05-07 minutes to conduct their presentation.
General Instructions/Preparation
1. *Research pre-assigned topic and policies (use scholarly resources discussed from the class visit to the library regarding research). Please pursue information under “Research
Assistance” folder for further help.
2. Pull information from Writing Assignment One and input into this presentation
3. Conduct voice recording (Optional for this assignment only)
4. Submit presentation by deadline.
Plagiarism
Last, the final version of the paper must reflect 30% or less in plagiarized work based on the
report provided by Turnitin.
Individual Presentation #1 Components
The individual presentation should include the following information:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Title Page
Table of Contents
Introduction
Briefly State Critical Local, State, or National Statistics Supporting Social Problem and
Target Population
Who completed the study and why?
Methods: How was the study conducted (i.e., questionnaires, survey, face-to-face, etc.);
Description of the participants/subjects; The results of the study
Conclusion
References
Thank You Slide
Deadline and Evaluation
This assignment is worth 100 points of your overall grade. This assignment (electronic copy)
must be submitted in the appropriate drop box to receive the maximum points for the assignment
Failure to submit the assignment accordingly will result in a failing grade for this assignment.
Scholars may find that the process of writing the assignment is a major part of the cultural
learning experience.
General Guidelines for Individual Presentation #1
1. Each student will have 5-7 minutes to present their presentation.
2. The format for the presentation is PowerPoint and should follow the outline under
“Individual Presentation #1 Components.”
3. It is the responsibility of the presenters to make sure that all equipment (computer,
speakers, visual aids, presentation, guest speakers, etc.) and the presentation is
prepared for the recording.
Grading Components for Individual Presentation #1
The following table contains the grading components for the presentation:
Component
Quality of Presentation Content
o
o
o
Research is thorough and cover major points.
Effective visual(s) is(are) well organized and compliment(s) presentation.
Content was creative.
o
o
o
Presentation is clear, student is prepared to present, and it appears that the student
practiced.
Presentation is interesting and engaging.
Presentation is conducted in the allotted time frame: 05-07 minutes allowed.
o
o
o
Presenter explained the content well and did not read from any source.
Overall, the presenter exhibited the qualities of a professional.
Presenter showed passion about subject matter.
Quality of Presentation Delivery
Quality of Presenter
Total
Maximum Points
33 points
33 points
34 points
100 points
Grading Rubric for Individual Presentation #1
The grading rubric for the presentation is included on the following page (page 05).