Substance Abuse: Diagnosis, Treatment and Prevention – CEFS 691

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 07/27/2021

Course Description

This course is designed to introduce the student to current theories and etiology of addictions and addictive behaviors, including strategies for prevention, intervention, and treatment. The identification of standard screening and assessment instruments for substance use disorders and process addictions are practiced, as well as screening for aggression, and danger to self and/or others, as well as co-occurring mental disorders are reviewed. The course also describes appropriate counseling strategies when working with clients with addiction and co-occurring disorders in a multicultural society.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

Rationale

As one of the top three issues presented in counseling, whether academic, occupational, clinical, or church settings, this course is designed to help sharpen the student’s focus on becoming a skillful counselor in this area. The opportunity exists, as in few other areas of counseling practice, for a counselor to bring skillful healing and grace to those struggling with addictive issues. It is difficult to think of another area of practice where the mind, body, soul, and spirit are so clearly intertwined and amenable to effective intervention.

 

Method of Instruction: This 8 week course is delivered in an online format, with Canvas® as the primary instructional delivery method. Students complete one module per week over the duration of the course.

Course Assignment

Textbook readings and lecture presentations

Course Requirements Checklist Assignment

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Discussions (3)

Discussions are collaborative learning experiences. Therefore, the student is required to create a thread in response to the provided prompt. The thread must be 350–450 words and demonstrate course-related knowledge. In addition to the thread, the student is required to reply to 2 classmates’ threads. Each reply must be 200–300 words.

(CLOs: F.1.g, F.5. f, CMHC 2.k.)

Theoretical Models and Approaches Assignment

The student will complete a paper addressing 4 models from the 8 categories of models. Then, the student will provide an overview of the model and describe 1 example he/she researched that particular model. This must include at least 3 paragraphs. The first must provide an overview of the model, then an example and must give specific reasons for why he/she felt this example provides a good explanation according to the theoretical model. The textbook and one scholarly source must be used for each of the 4 model selections. Please review the assignment instructions and rubric. The paper will be approximately 4-5 pages long (excluding title and reference pages).

(CLOs: F.3.d, CMHC 1.d)

Support Group Summary Assignment

The student will be required to visit a minimum of one meeting each of Alcoholics Anonymous (AA), Narcotics Anonymous (NA), and Al-Anon. After attending one meeting of each type of support group, you will write a paper based on your experiences. Your SGS will be approximately 8–10 pages long (including title and reference pages).

(CLO: F.3.d, F.3.e, F.5.f, CMHC 1.b, CHMC 1.d, CMHC 2.e)

Experiential Blog Assignment

The student will be required to visit a minimum of one meeting each of Alcoholics Anonymous (AA), Narcotics Anonymous (NA), and Al-Anon. After attending each meeting the student will post about his/her experiences going to the AA, NA and Al-Anon meetings.

This Blog is to be a continued interactive discussion of the student's observed group experiences, thoughts, insights, feedback and should be a continued interaction with the class group throughout the term. The student should have 3 blog posts on each attended experiential meeting (AA, NA, Al-Anon) and 6 replies (2 blog replies to each AA, NA, Al-Anon).

(CLO: F.5.f)

Quizzes (20)

Each quiz will cover 1 chapter of the Capuzzi and Stauffer text for the assigned modules. The student will take multiple quizzes each module, which will allow the student to focus on a single chapter for each quiz. Each quiz is open-book/open-notes, contains 10 multiple-choice/true-false questions, and has a 30-minute time limit. CLO: F.3.d, F.3.e, CMHC 2.c, CMHC 2.k