Type of Project
This course provides a foundation in alcoholism/substance abuse counseling knowledge and skills, including practice in basic counseling skills. Prerequisite: HS 241 Chemical Dependencies or instructor permission.
Student Learning Objectives
At the end of course, the student will be able to:
Differentiate between use, abuse and addiction to alcohol and other drugs
Exhibit a basic understanding of drugs and their effects
Explain the stages of progression in alcohol and other drug use
Discuss defense mechanisms typically found in substance abusers
Complete a total individualized assessment of a sample case and prioritize client problems
Formulate treatment goals and objectives specific to the needs of a sample case
Demonstrate/explain a variety of therapeutic interviewing and communication techniques utilized in the counseling process
Describe destructive influences (resistance, defenses, enabling, transference, etc.) on the treatment process and related interventions
Employ the principles of confrontation and contracting
Explain treatment resources for family members of the addictive system. Explain the progression of co-addiction and co-dependency
Define relapse as a process and develop a relapse prevention plan
Explain the benefit of 12-step programs (Alcoholics Anonymous, Al-Anon, ACOA, etc.)
How the Objectives are to be Accomplished
Stevens, P. & Smith, R. (2013). Substance Abuse Counseling: Theory and Practice (5th Ed.). Upper Saddle River NJ: Pearson.
Jongsma, A. (2008). The Chemical Dependency Treatment Planner (4th Ed.). New York: John Wiley & Sons, Inc.
These are required texts for you. Tests and class discussions will be based on these texts.
As a student, you are asked to demonstrate your knowledge of substances, case conceptualization, and treatment planning, and demonstrate understanding of serving various populations. So, your evaluation will consist of the following:
Two exams (or learning experiences) will test your knowledge (from your excellent memory) of the essentials of counseling chemically addicted persons. An analysis of a case will demonstrate your ability to take information about a client, define problems, and develop a plan to assist the client. Attendance will be determined by your postings in Blackboard. You will also be required to read four journal articles relating to chemical dependencies. Your evaluation will be based on the following:
|Test I||20%||A||90 +|
You will be allowed to redo your first abstract. Others will be accepted as is. I will review individual summaries, during my office hours or by appointment. All assignments must be submitted electronically. Assignments given at any time other than the expected time will be delayed in grading. Whether the assignment is turned in early or late! There is a black hole in my office! You have been warned.
The case for the end of semester assessment will be presented as a simulated interview. This will form the basis of your case study and treatment plan.
This course has a “no excuse” test policy. If you are unable to take a test at the scheduled time due to whatever reason, you will be allowed to make up the test at the end of the semester at a time, date, and place to be determined by the professor. The exam will cover the same material as the original exam, but it may contain different questions. This time period and location will be announced at the end the semester.
Class Attendance and Responsibilities
All students are expected to complete one post in response to a discussion question by Thursday of every week, except the first week. You should post responses to two other postings by the following Monday. Postings do not count if late. This will comprise your attendance. There will be 3 points for every week of class.
Because this is a course approved for OASAS certification, attendance and participation is crucial for your future as a Certified Alcohol and Substance Abuse Counselor. Hence, if your posts is less than 8.5 % of the possible 10%, your final grade will be impacted by losing 30 points off your final grade. Any medical reason for missing class will be accommodated by the Office of Accessibility Resources.
Statement on Academic Honesty
All students are to abide by institutional policies and procedures regarding academic and institutional life. This includes plagiarism. Your instructor defines plagiarism as using someone else’s work as your own assignment. This includes, but not limited to another’s written work, and test responses. The consequences of such actions may be severe. As a future human service worker, counselor, or social worker, you will be judged not by your GPA but by your personal integrity. As a mental health professional, I expect the highest personal integrity of any helper who is trusted by another human being with their physical or mental health.
If you are taking this course, you have been impacted by substance abuse.
For most of us, the substance that causes the most impact is alcohol. There are far more people with alcohol dependency than any other dependency. These people are popularly called alcoholics, more properly called people with alcohol dependency. You have been impacted by substance abuse, either as a person or in your own family of origin, spouse, partners, boyfriends or girlfriends, or co-workers and supervisors. No one in this class is exempted from this impact whether directly or indirectly. Your own history will filter your view of substance dependency. If you are in recovery, your path to recovery is not always the same for others. Please be willing to learn how others view dependency and recovery. You might be surprised. If you are part of the impacted group, please be open to seeing how others cope with the disorder and how insidious the disorder is.
There are some students who wish to prove that their recovery is valid compared to others. This course presents a general view of recovery with an emphasis on evidence-based treatment practices. If you have an interest in a particular view of the recovery process, use this course to investigate not only your own view. Discover what others are saying about your ideas. Support your ideas with research. Regardless of your view of the medical establishment, you need to support your views with research. Otherwise, you are not likely to be a respected member of the professional treatment community.
Many recovery programs deal with spirituality on many different levels. Please keep in mind that people can be spiritual in a manner different than you. If you are serious about being a professional in the field, you need to examine how your expression of faith and spirituality impacts your view of the world and recovery. Your spirituality may not work for everyone. If you believe only one view of spirituality is true and valid, you may encounter problems in your professional development and your delivery of substance abuse services.
AS201 COURSE OUTLINE (dates subject to change)
|1||Substance Abuse Counseling||01/18/23|
|2||Drugs and Their Effects||01/25/23|
|4||Assessment and Treatment Planning||02/0823|
|5||Helping Clients Change||02/15/23|
|6||Empowering Clients through Group Work||02/22/23|
|7||Mid Term Exam||03/01/23|
|9||Maintaining Change in Substance Use Behaviors||03/22/23|
|10||Working with Families||03/29/23|
|11||Successful Service Programs||04/05/23|
|12||Preventing Substance Abuse||04/12/23|
|14||Case Presentation Video||04/23/23|
I would appreciate hearing from anyone in the class who has any type of disability (e.g., physical, learning, psychiatric, vision, hearing, etc.) which may require some special accommodation. Please see me during my office hours so that we can discuss your needs. Before services can begin, you must also contact the Disability Services Office, 792-5644. The office is located in the Learning Center. Staff members will review your documentation, determine your eligibility for accommodations, and decide what those accommodations will be.
CHANGES TO THE SYLLABUS: The professor reserves the right to make changes to the syllabus. Changes to the syllabus will be announced in class, and the student is responsible for the announced changes.
Or “I have to write an analytical abstract?”
You are required for this course to complete summaries of research based articles. First of all, you must find the article. The article is to be from a research based, refereed journal. That means a professional journal. Articles from magazines such as Time, Newsweek, or other type of periodical will not be accepted. In fact, you will receive a grade of zero for such a analytical abstract. If you have questions, ask.
You may get these articles from the library or its website. The library staff will assist you in locating the articles. I am also available to assist you during regular office hours.
The analytical abstract should contain certain information of the chosen article. From each article you should be able to explain in your own words the four major parts of the research. That is to say the hypothesis, method of Study, results of study, and the discussion of results. If you can’t explain those parts in your words, the article may be too technical or specific to what you need. You are writing a analytical abstract which will be about 500 words. It should also not be less than 400 words nor over 600 words. Points will be deducted for length which is outside these limits. If over 650 or under 350 words of abstract text, you will be penalized up to 50 points.
All references will be in APA format. The information regarding this is available on the library website or from the American Psychological Association. Today, over half of all research is done by internet resources. Hence, there are standard ways to cite electronic sources for references. If you are not sure how to cite the original source, please check with the librarians. They should be able to assist you. An excellent online website is the online writing lab at Purdue University. Some databases (and people helping you) are incorrect in their APA citation, please use only the example in the syllabus, the APA found in the library, or Purdue Online Writing Lab (OWL).
For this abstract, the following APA style includes double spaced text, indented paragraphs, 12-point size font, Times New Roman fonts and use of third person. Please examine the sample in this syllabus for guidance. Your use of proper format is a factor in your grade. Incorrect font will lower your grade by 15 points.
Your emailed assignment must be sent as an attachment in format readable by Microsoft Word (e.g. .docx or .rtf file type). Other file types may not be readable.
Any deviations from these directions may result in a lower grade, especially regarding APA format.
Sample of a analytical abstract (entirely fictionalized)
AS201 R (Indicating an incorrect class will delay grading the work and recording the grade)
Article #1 (Please indicate the article number)
Coughlin, R., Hydo, E., & Easterly, F. (2017). The effects of drugs on GPA of community college students. Journal of College Counseling, 11, 345‑350. Doi: 12345/123456789xx
The authors conducted research to determine the relationship between community college students and drug usage. He proposed that amount of drugs used adversely effected the GPA of students.
The authors recruited students from ten community colleges in New York and Florida. They were chosen to reflect urban, suburban, and non-urban settings. The students were recruited from Introduction to Psychology courses. Students were asked to complete a survey about their intake of substances. They were asked for the amount of alcohol they imbibed on any occasion, not to determine if it was a binge. They also agreed to have their GPA released to the researcher. The GPA would be taken at the end of the semester when the survey was administered. The researchers analyzed the data using a statistical computer program.
The researchers reported that 1000 students completed surveys. They were diverse and reflected the general student population, according to the research. The authors completed statistical testing to determine if there was a significant difference between the groups that use and those who do not abuse substances. The authors defined abuse as binge drinking twice a month, or use of illegal substances. The results indicated the more likely the student abused chemicals, the more likely his or her GPA was 2.5 or lower. The students whose GPA was at 3.5 and above tended to be those who were least likely to binge drink or use illegal drugs.
Strengths of the study include the use of diverse community colleges. Results from this should be replicated with a general student population in community colleges. The study also reflects the expected usage rates from governmental sources.
A limitation of the study was all colleges were located only in two states. Another limitation was the use of self-reporting instruments for the reported use of substances. These limitations of geography and instruments could affect the accuracy of the data.
The article also recognizes the need for further research to determine the distinctions between groups of students (based on gender, race, ethnicity, etc.). Also, he stated the need to further explore the relationship between academic progress and mental health issues related to the students.
Overall, the article indicated that those students who are likely to binge drink or use illegal drugs are likely to have lower GPA. While the research appears to be thorough, there still appears to be questions as to how the results may apply to non-college students, or non-traditional students.
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.
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.
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.
More depth/information is required for the context and importance, otherwise the study detail will be unclear. There is no search history information supplied.
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.
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.
The context and/or importance are lacking. There is no search history information supplied.
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.
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.
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