Treatments for Stimulant-Use Disorders

December 16, 2022

Treatments for Stimulant-Use Disorders

Order Number	636738393092
Type of Project	ESSAY
Writer Level	PHD VERIFIED
Format	APA
Academic Sources	10
Page Count	3-12 PAGES

Instructions/Descriptions

Treatments for Stimulant-Use Disorders

Treatments, Stimulant, Use, Disorders

There is the lure of the positive effects of stimulants: elevation of mood, increased alertness, reduced fatigue, increased energy, and relief from boredom. But the feeling of reward that comes from increased dopaminergic neurotransmission that activates the reward system of the nucleus accumbens can quickly lead to obsessive use and dependency.

With increased dosages, what were once pleasant effects turn into anxiety, insomnia, irritability, and the need for higher and higher dosages to achieve the desired effect. Successful treatment of stimulant-use disorders must include pharmacology, nonpharmacological treatment, training and reinforcement of behavior change, and supportive social systems.

For this Discussion, consider why treatments for stimulant-use disorders have been ineffective and how treatment might be improved in the future. As you prepare for the Discussion, also take into account the role of the placebo effect as it relates to the treatment of stimulant-use disorders (refer to the Looby and Earleywine article in the Learning Resources).

Write an explanation for why researchers have not found any efficacious treatments for stimulant-use disorders. Include in your explanation an analysis of why previously tested treatments have failed. Be sure to include sociocultural and economic issues and references to the placebo effect in your Discussion. Finally, generate strategies for improving treatment of stimulant-use disorders.

READINGS

Brown, E. S., Tirado, C., Minhajuddin, A., Hillhouse, M., Adinoff, B., Ling, W., . . . Thomas, C. (2010). Association of race and ethnicity with withdrawal symptoms, attrition, opioid use, and side-effects during buprenorphine therapy. Journal of Ethnicity in Substance Abuse, 9(2), 106–114.
Retrieved from the Walden Library databases.

Döpfner, M., Ose, C., Fischer, R., Ammer, R., & Scherag, A. (2011). Comparison of the efficacy of two different modified release methylphenidate preparations for children and adolescents with attention-deficit/hyperactivity disorder in a natural setting: Comparison of the efficacy of Medikinet® retard and Concerta®—a randomized, controlled, double-blind multicenter clinical crossover trial. Journal of Child and Adolescent Psychopharmacology, 21(5), 445–454.
Retrieved from the Walden Library databases.

Filip, M., Alenina, N., Bader, M., & Przegaliński, E. (2010). Behavioral evidence for the significance of serotoninergic (5-HT) receptors in cocaine addiction. Addiction Biology, 15(3), 227–249.
Retrieved from the Walden Library databases.

Advokat, C. D., & Comaty, J. E., & Julien, R. M. (2019). Julien’s primer of drug action: A comprehensive guide to the actions, uses, and side effects of psychoactive drugs (14th ed.). New York, NY: Worth Publishers/Macmillan.

Chapter 6, “Caffeine and Nicotine” (pp. 177-206)

Chapter 7, “Cocaine, the Amphetamines, and Other Psychostimulants” (pp. 217-248)

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Treatments for Stimulant-Use Disorders

RUBRIC

Excellent Quality

95-100%

Introduction

45-41 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Literature Support

91-84 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Methodology

58-53 points

With titles for each slide as well as bulleted sections to group relevant information as required, the content is well-organized. Excellent use of typeface, color, images, effects, and so on to improve readability and presenting content. The minimum length criterion of 10 slides/pages is reached.

Average Score

50-85%

40-38 points

More depth/information is required for the context and importance, otherwise the study detail will be unclear. There is no search history information supplied.

83-76 points

There is a review of important theoretical literature, however there is limited integration of research into problem-related ideas. The review is just partly focused and arranged. There is research that both supports and opposes. A summary of the material given is provided. The conclusion may or may not include a biblical integration.

52-49 points

The content is somewhat ordered, but there is no discernible organization. The use of typeface, color, graphics, effects, and so on may sometimes distract from the presenting substance. It is possible that the length criteria will not be reached.

Poor Quality

0-45%

37-1 points

The context and/or importance are lacking. There is no search history information supplied.

75-1 points

There has been an examination of relevant theoretical literature, but still no research concerning problem-related concepts has been synthesized. The review is just somewhat focused and organized. The provided overview of content does not include any supporting or opposing research. The conclusion has no scriptural references.

48-1 points

There is no logical or apparent organizational structure. There is no discernible logical sequence. The use of typeface, color, graphics, effects, and so on often detracts from the presenting substance. It is possible that the length criteria will not be reached.