1 Note: Course content may be changed, term to term, without notice. The information below is provided as a guide for course selection and is not binding in any form, and should not be used to purchase course materials.
2 COURSE SYLLABUS SUBS 606 BIOLOGICAL ASPECTS OF ADDICTION AND RECOVERY COURSE DESCRIPTION Substance abuse and addictive behaviors have effects on the brain and the rest of the human body. This course focuses on biological aspects of addiction including brain anatomy, neurotransmitters and other brain chemicals, predisposing biological factors, and physiological effects. These biological aspects are reviewed for each of the primary classifications of drugs of abuse and key addictive behaviors. Biological aspects of medical approaches to treatment and recovery are also considered. RATIONALE Skillful helping of those who struggle with substance abuse and addictive behavior (SAAB) requires counselors to understand the biological factors involved. Because the brain and other organ systems in the body are affected by SAAB, appropriate referral to other health care professionals for additional care beyond counseling is often needed. This course is intended for students who are or soon will be counseling individuals, couples, and families that struggle with substance abuse or other addictive behaviors. I. PREREQUISITE For information regarding prerequisites for this course, please refer to the Academic Course Catalog. II. III. IV. REQUIRED RESOURCE PURCHASE Click on the following link to view the required resource(s) for the term in which you are registered: ADDITIONAL MATERIALS FOR LEARNING A. Computer with basic audio/video output equipment B. Internet access (broadband recommended) C. Microsoft Office MEASURABLE LEARNING OUTCOMES Upon successful completion of this course, the student will be able to: A. Justify the importance of neurobiological factors in the etiology, maintenance, and recovery from substance use and other addictive disorders. B. Analyze the effects of the main classifications of substances of abuse on the brain, the body, the person, and marriages and families. Page 1 of 5
3 C. Compare and contrast various models of addiction that include biological, psychological, sociological, and spiritual components. D. Critically evaluate various models of treatment for substance use disorders and other addictive behaviors, in part according to how the models account for biological factors in addiction. E. Analyze the development/current trends of addictions counseling as a profession and as a ministry in the body of Christ, with particular emphasis on biological factors. F. Formulate Christian worldview implications of biological aspects of addiction and recovery. G. Integrate relapse prevention principles and methods into a comprehensive approach to recovery that includes biological factors of addiction. H. Evaluate 12-step and other models of recovery according to evidence-based standards in the behavioral sciences and how well recovery models take biological factors into account. V. COURSE REQUIREMENTS AND ASSIGNMENTS A. Textbook readings, video presentations, and additional materials B. Course Requirements Checklist After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1. C. Discussion Board Forums (6) Discussion boards are collaborative learning experiences. Therefore, the student is required to participate in assigned Discussion Board Forums. Enthusiastic agreement and respectful disagreement with others in the class is expected. Disrespect (e.g., name-calling, Bible thumping, sermonizing, hostility, etc.) will not be acceptable communication in the Discussion Board Forums, and severe final course grade reduction will be the consequence if it occurs. Learning to accurately communicate beliefs, attitudes, and emotions about important issues is a crucial part of personal and professional development, particularly when others do not see them as one does. Threads must be words and replies (at least 1 per assigned module/week) must be words. D. Reading Reports (8) The student will submit weekly Reading Reports of the percentage of required reading completed. As part of the weekly Reading Reports, the student will generate at least 5 questions related to the reading material for the week. E. Research Paper The student will complete a page (not including title page, abstract page, and references) Research Paper on a topic related to biological aspects of addiction. Higher grades will be awarded to papers that demonstrate personal Page 2 of 5
4 mastery of course content and congruence with the assignment description. Conformity to APA style is required for this paper. Although the student has some degree of choice of topic, the organization of the paper needs to follow the Research Paper Guide. VI. COURSE GRADING AND POLICIES A. Points Course Requirements Checklist Discussion Board Forums (6 at pts ea) Reading Reports (8 at pts ea) 200 Research Paper 200 Total 1010 B. Scale A = A- = B+ = B = B- = C+ = C = C- = D+ = D = D- = F = C. Late Assignment Policy If the student is unable to complete an assignment on time, then he or she must contact the instructor immediately by . Assignments that are submitted after the due date without prior approval from the instructor will receive the following deductions: 1. Late assignments submitted within one week of the due date will receive a 10% deduction. 2. Assignments submitted more than one week late will receive a 20% deduction. 3. Assignments submitted two weeks late or after the final date of the course will not be accepted. 4. Late Discussion Board threads or replies will not be accepted. Special circumstances (e.g. death in the family, personal health issues) will be reviewed by the instructor on a case-by-case basis. D. Tests/Exams 1. For timed tests/exams students are required to complete the exam within the assigned time. For students who exceed this time limit a penalty of 1 point may be deducted for each minute they exceed the assigned time limit. 2. Students must take the exam during the assigned module/week. Late submissions will be penalized at 5% per day, cumulative, with no test/exam being accepted seven (7) days after the original due date without written approval from the professor. Whenever possible, this approval must be sought prior to the test/exam due date. Page 3 of 5
5 E. Dual Relationship The faculty is responsible to interact with counseling students in a supervisory capacity/role. As such, faculty may provide students professional principles, guidance, and recommendations as it relates to the context of the student-client setting. The faculty is responsible to avoid dual relationships with students such as entering a student-counselor or student-pastor relationship. Thus, the faculty does not provide personal counseling addressing student personal problems. If a faculty member perceives that a student is in need of personal or professional counseling, then that faculty member will recommend that the student pursue either pastoral or professional assistance from a counselor in their community. F. Limits of Confidentiality In the event of a student s disclosure, either verbally or in writing, of threat of serious or foreseeable harm to self or others, abuse or neglect of a minor, elderly or disabled person, or current involvement in criminal activity, the faculty, staff, administrator, or supervisor will take immediate action. This action may include, but is not limited to, immediate notification of appropriate state law enforcement or social services personnel, emergency contacts, and notification of the appropriate program chair or online dean. The incident and action taken will become part of the student s permanent record. G. Disability Assistance Students with a documented disability may contact Liberty University Online s Office of Disability Academic Support (ODAS) at to make arrangements for academic accommodations. Further information can be found at VII. BIBLIOGRAPHY DiClemente, C. (2003). Addiction and change: How addictions develop and addicted people recover. New York, NY: Guilford. ISBN: (hardcover). Paperback version (2006) is acceptable. ISBN Earle, R. H., & Laaser, M. (2002). The pornography trap: Setting pastors and laypersons free from sexual addiction. Kansas City, MO: Beacon Hill Press. ISBN: Hester, R., & Miller, W. (2002). Handbook of alcoholism treatment approaches (3rd ed). Boston, MA: Pearson, Allyn, & Bacon. ISBN: Ksir, C., Hart, C., & Ray, O. (2009). Drugs, society, and human behavior (13th ed.). Boston, MA: McGraw-Hill. ISBN: Lowinson, J. H., Ruiz, P., Millman, R. B., & Langrod, J. G. (Eds.) (2004). Substance abuse: A comprehensive textbook (4th ed.). Hagerstown, MD: Lippincott Williams & Wilkins. ISBN: Miller, W., & Rollnick, S. (2002). Motivational interviewing: Preparing people for change (2nd ed.). New York, NY: Guilford. ISBN: Page 4 of 5
6 Roberts, A. J., & Koob, G. F. (1997). The neurobiology of addiction: An overview. Alcohol Health & Research World, 21, Page 5 of 5
7 COUR ### Course Schedule COURSE SCHEDULE SUBS 606 Textbook: Inaba & Cohen, Uppers, Downers, All Arounders (2014). MODULE/ WEEK READING & STUDY ASSIGNMENTS POINTS 1 Inaba & Cohen: chs presentation Course Requirements Checklist DB Forum 1 RR Inaba & Cohen: ch. 5 DB Forum 2 RR 2 3 Inaba & Cohen: chs presentations RR 3 4 Inaba & Cohen: ch. 6 1 presentation DB Forum 3 RR 4 5 Inaba & Cohen: ch. 7 7 presentations DB Forum 4 RR 5 6 Inaba & Cohen: ch. 9 DB Forum 5 RR 6 7 Inaba & Cohen: ch. 10 RR 7 Research Paper Inaba & Cohen: ch. 8 DB Forum 6 RR 8 TOTAL 1010 DB = Discussion Board RR = Reading Report NOTE: Each course module/week begins on Monday morning at 12:00 a.m. (ET) and ends on Sunday night at 11:59 p.m. (ET). The final module/week ends at 11:59 p.m. (ET) on Friday.
Note: Course content may be changed, term to term, without notice. The information below is provided as a guide for course selection and is not binding in any form, and should not be used to purchase course
RHB 222.501 Introduction to Alcoholism and Substance Abuse Summer 2, 2015 Instructor: William F. Weber Office: HSTC 213 Course Time & Location: OnLine Office Hours: 3-5 PM M; 3-7 PM T Office Phone: 936/468-1154
Educational Specialist Degree in School Psychology Handbook The University of Arizona Tucson, Arizona and Chandler, Arizona 2013 Table of Contents Chapter I: Overview, Philosophy, and Goals 4 Program Goals...5
NATIONAL CERTIFICATION EXAMINATION FOR ADDICTION COUNSELORS LEVEL I LEVEL II Handbook for Candidates Examinations will be administered during the first full calendar week of each month throughout the year
MASTER OF COUNSELING (M.COUN.) GRADUATE PROGRAM HANDBOOK Procedures, Program Policies, and Clinical Experiences 2014-2015 DEPARTMENT OF COUNSELING 921 SOUTH 8 th AVENUE, STOP 8120 POCATELLO, IDAHO 83209-8120
Division of Applied and Social Sciences Clinical Mental Health Counseling Student Handbook 2014-2015 1 Notice to students: This handbook serves as the primary source of information, guidelines and requirements
Seton Hall University College of Education & Human Services Professional Psychology and Family Therapy Programs in Counseling and School Counseling Student Handbook 2009-10 The programs within the College
M.A. Clinical Mental Health Counseling 2014-2015 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised version.
University of Bridgeport M. S. in Counseling Program Student Handbook Clinical Mental Health Counseling College Student Personnel Table of Contents Welcome.. 2 Mission 3 Accreditation... 3 Commitment 3
Fundamentals of Evaluation, Measurement & Research EMR 5400 Course Syllabus Spring Term 2014 (January 6, 2014 - April 26, 2014) Instructor Gary Miron Professor, Educational Leadership, Research & Technology
Clinical Mental Health Counseling Practicum/Internship Manual Academic Policies Professional Standards Student Resources Program Curricula Spring 2014 1 CNDV 5393 Practicum/Internship TABLE OF CONTENTS
COURSE SYLLABUS Therapeutic Communities in a Criminal Justice Setting DAAC 2301 3-0 - 3 Lecture-Lab-Credit NONE Prerequisite This syllabus has been reviewed and is current on the date indicated. Prepared
DOCTORAL PROGRAM IN CLINICAL PSYCHOLOGY STUDENT HANDBOOK 14/15 Preface A. The information provided in this Clinical Program Handbook applies specifically to the 2014-2015 entering class. Requirements for
DIVISION OF ARTS AND SCIENCES MASTER OF ARTS IN COUNSELING PROGRAM Master of Arts in Counseling (MAC) Clinical Training Manual Effective: September 25, 2014 CONTENTS Clinical Training sequence... 4 Overview...
CAC Clinical Training Program CAC Handbook for Addiction Counselors Revised January 2012 1 CAC Handbook for Addiction Counselors Revised January 2012 Table of Contents Information Regarding the Revised
School of Psychology & Counseling Practicum & Internship Handbook Master of Arts (M.A.) in Counseling Program Majors in Clinical Mental Health Counseling School Counseling Marriage, Couple and Family Counseling
FRANCISCAN UNIVERSITY OF STEUBENVILLE CLINICAL MENTAL HEALTH COUNSELING PROGRAM SITE SUPERVISOR S HANDBOOK FOR ORIENTATION AND TRAINING 2014-2015 Franciscan University of Steubenville Clinical Mental Health
ADJ 133-W01 Ethics & the Criminal Justice Professional Spring 2015 Course Number 61137 Credits: 3 Instructor: Virginia Powell Phone: (540) 840-5004 Instructor E-mail: firstname.lastname@example.org Class Location:
MHC STUDENT HANDBOOK It is good to have an end to journey toward; but it is the journey that matters, in the end Ernest Hemingway M.S. PROGRAM MENTAL HEALTH COUNSELING ST. JOHN FISHER COLLEGE 2015-2016
VANGUARD UNIVERSITY OF SOUTHERN CALIFORNIA COSTA MESA, CALIFORNIA RN to BSN Degree & Master of Science in Nursing (MSN) Degree Student Handbook 2013-2014 Second Edition Nov. 2013 TABLE OF CONTENTS Introduction
San Diego State University School of Social Work SW 110: Fields of Service - Spring 07 Classroom: SS 3620 Instructor: Linda L. Newell Course Time: 11:00 AM Tuesday and Thursday Office : Hepner Hall Room
Updated Spring 2012 Clinical Mental Health Counseling Internship Manual The Department of Counselor Education Radford University Table of Contents INTRODUCTION Letter from the Faculty 4 CMHC Internship