D573 Understanding Substance Abuse and Addiction is a course in WGU's Bachelor of Science in Psychology. WGU says it provides an overview of the causes, impact, prevention and treatment of substance abuse and addiction.
Students learn the signs and symptoms and the impact on individuals, groups and communities, and analyze factors that initiate and reinforce substance use. The topic is broad, so organizing it clearly is the main academic challenge.
Course at a Glance
| Item | Details |
|---|---|
| University | Western Governors University (WGU) |
| Course | D573 Understanding Substance Abuse and Addiction |
| Level | Undergraduate (BS Psychology) |
| Competency units | 3, term 6 of the standard path |
| Prerequisites | None listed |
| Typical work | Describing impact, analyzing risk factors, evaluating strategies |
What D573 Covers
| Competency (summarized) | In practice |
|---|---|
| Describe substance abuse and its impact on individuals and communities | Health, relationships, work and community effects |
| Analyze factors in initiation and reinforcement | Why use starts and why it continues |
| Describe evidence-based strategies for prevention, intervention and treatment | Approaches at different stages |
Key Concepts Explained
Initiation Versus Reinforcement
Different factors push someone to start using a substance than keep them using. Initiation may involve curiosity, peers, availability or stress. Reinforcement involves rewarding effects, avoidance of withdrawal and learned associations.
Example: A teenager tries a substance at a party because friends do (peer influence). Over time, using relieves stress and avoids discomfort when stopping (reinforcement). Separating these stages lets you explain why a prevention program and a treatment program need different content.
Levels of Prevention and Response
Strategies can aim to stop use before it starts, identify and intervene early, or treat established problems and support recovery. State the level each strategy targets.
| Stage | Goal | Example |
|---|---|---|
| Prevention | Reduce chance of starting | School-based skills programs |
| Intervention | Interrupt early problem use | Brief screening and counseling |
| Treatment | Reduce harm and support recovery | Therapy and medically supervised care |
Impact on Communities
Effects extend beyond the person to families, workplaces and services. Describe both direct health effects and wider social and economic ones.
Typical Assignments and How to Approach Them
| Task | What it tests | How to approach it |
|---|---|---|
| Impact description | Breadth and accuracy | Cover individual, group and community levels |
| Factor analysis | Linking causes to use | Separate initiation from reinforcement |
| Strategy description | Evidence-led understanding | Name the approach, its target and the evidence |
Writing About Addiction Respectfully
Use person-first language, such as "a person with a substance use disorder", and avoid moral judgment. Rely on evidence-based sources for claims about effects and treatment effectiveness, and avoid dramatic or unsupported statistics.
This guide is educational and not medical advice. If you or someone you know needs support with substance use, contact a qualified health professional or a local helpline.
Risk and Protective Factors
The second competency asks you to analyze factors in initiation and reinforcement. A useful way to organize them is to separate risk factors, which raise the chance of problem use, from protective factors, which lower it, across individual, family, peer and community levels.
| Level | Possible risk factors | Possible protective factors |
|---|---|---|
| Individual | Early use, high stress, untreated mental health problems | Coping skills, sense of purpose |
| Family | Family use, conflict, low supervision | Supportive relationships, clear expectations |
| Peer | Peer use, pressure | Friends who value healthy choices |
| Community | Easy availability, few activities | Safe spaces, accessible services |
Check your course materials for the specific factors and models they emphasize, then use their terms.
Recognizing Signs and Symptoms
WGU says students learn the signs and symptoms of substance abuse and addiction. Distinguish between physical, behavioral and psychological signs, and remember that signs can have other causes. Avoid concluding that a person has a problem from a single sign.
Example: Sudden withdrawal from friends and a drop in work performance could point to many things. In an analysis you would present these as possible indicators that justify a supportive conversation or assessment, not as proof.
Where Students Get Stuck
- Mixing initiation and reinforcement.
- Listing treatments without evidence.
- Stigmatizing wording.
- Ignoring community-level impact.
Study Tips for D573
- Organize notes by the three competencies.
- Create a table of risk and protective factors.
- Learn one example for each prevention level.
- Check the rubric for the expected depth.
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Frequently Asked Questions
Causes, impact, prevention, intervention and treatment of substance abuse and addiction.
WGU lists none.
Initiation is why use starts; reinforcement is why it continues.
Use person-first, non-judgemental language.
No. We provide study support only.
Check your WGU course page.