Substance Abuse: Diagnosis, Treatment and Prevention – CEFS 691

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 09/05/2023

Course Description

A course designed to introduce the student to current counseling and treatment techniques for substance abuse. Emphasis is placed on etiological factors, physiological and psychological effects, and related behaviors.

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


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

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 for the forum. The thread must be 350–450 words and demonstrate course-related knowledge, including at least two scholarly citations. In addition to the thread, the student is required to reply to 2 classmates’ threads. Each reply must be 200–300 words and include at least one scholarly citation. (CLO: F.1.g, F.5. f, CMHC 2.k.)

Discussion: Experiential 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 threads of 400-450 words on each attended experiential meeting (AA, NA, Al-Anon) with at least two sources each and 6 replies of 200-250 words (2 replies each to AA, NA, Al-Anon) with at least one source each. (CLO: F.5.f)

Theoretical Models and Approaches Paper 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) and include at least 4 scholarly sources. (CLO: F.3.d, CMHC 1.d)

Support Groups and Treatment Groups Compare and Contrast Paper Assignment

During this class, the student will be required to visit a minimum of one meeting each of Alcoholics Anonymous (AA), Narcotics Anonymous (NA), and Al-Anon.  Most meetings are typically open to the public, but there are some that are closed, so the student should make sure to plan accordingly.   After attending one of each type of support group, the student will write a paper that compares and contrasts addiction support groups with therapy groups. This paper will be approximately 8-10 pages long (not including title and reference pages) and include 8-10 scholarly sources in addition to the textbook. (CLO: A, D, E)

Quizzes (20)

Each quiz will cover 1 chapter of the Capuzzi and Stauffer text for the assigned modules/weeks. The student will take multiple quizzes each module/week, 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, allows one attempt, and has a 30-minute time limit. (CLO: F.3.d, F.3.e, CMHC 2.c, CMHC 2.k)

Quiz: Dispositions Reflection

This Dispositions Reflection quiz will ask the student to rate him/herself on the nine dispositions required for this program by accrediting bodies using the provided scale.