SYLLABUS COUN 547 Boise State University Counselor Education Department. Course and Instructor

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1 SYLLABUS COUN 547 Boise State University Counselor Education Department Course and Instructor Instructor: Dr. Susan Esp, LCPC (208) Office Hours: Available upon request Course Number: COUN 547 Course Title: Course Time: Chemical Addictions and Violence Mondays & Wednesdays 4-9pm May 19-June 8 th, 2014 Course Location: Education Building, Room 106 Semester: SUMMER 2014 Credits: 2 credits Course Objectives and Accreditation CACREP Standards Addressed in the Course II. G. 3 Human Growth and Development g. Theories and etiology of addictions and addictive behaviors, including strategies for prevention. CACREP Addiction Standards Addressed in this Course Foundations A.8 Understands factors that increase the likelihood for a person, community, or group to be at risk for or resilient to psychoactive substance use disorders. Counseling,, and Intervention C.1 Knows the principles of addiction prevention... C.2 Knows the models of prevention for addictive disorders and related problems. Course Description This course is designed to provide an introduction to professional, ethical, legal, and practical aspects of chemical addictions and violence prevention in schools and other communities. Students will examine the current research and curriculum models available, current

2 identification and intervention approaches, and effective prevention programming. Historical and social contexts will also be included. Course Objectives Students will develop a better understanding of at-risk child and youth in terms of ecology of problems, students will become more aware of the etiology (e.g., racial discrimination, socioeconomic status, family dynamics) of at-risk behaviors (e.g., dropout, alcohol and other drug abuse, antisocial behavior, suicide), and students will be exposed to professional, ethical, legal and practical aspects of chemical addictions and violence prevention and strength-building: including examining the current research and models available, current identification and intervention approaches, and effective prevention programming. Upon completion of the course the student will have a working knowledge of: 1. Theories and etiology of addictions and addictive behaviors, including strategies for prevention. (II.G.3.g). Upon completion of the course the student will demonstrate knowledge of: 1. Factors that increase the likelihood for a person, community, or group to be at risk for or resilient to psychoactive substance use disorders (A.8) 2. Principles of addiction prevention (C.1) 3. Models of prevention for addictive disorders and related problems (C.2). Technology Skills Addressed in the Course Instructor Application Student Application Utilize Blackboard technology Word process, including APA formatting Use a spreadsheet and a statistical package Acquire graphics from the web, digital camera, scanner, or Microsoft media and insert them into a poster or presentation Create and deliver a power point presentation Find material on the Web and review Web sites Be able to use , including document attachments Be able to sign in and participate in listservs Be familiar with computerized testing Be able to use digital recording equipment Student Learning Outcomes (SLOs) for Addiction Standards The student will demonstrate knowledge, skills, and practices necessary for success as a counselor educator and supervisor via his or her participation in key assessments in this course. SLOs for this course are as follows:

3 Student Learning Outcomes CACREP Key Assessment Understands factors that increase the likelihood for a person, community, or group to be at risk for or resilient A.8 Program Development Paper to psychoactive substance use disorders. Knows the principles of addiction prevention. C.1 Program Knows the models of prevention for addictive disorders and related problems. Methods of Instruction Development Paper C.2 Program Development Paper Instructional procedures will consist of lecture, video vignettes, case analyses, role-plays, and participant discussion regarding the issues and situations presented. Student discussion and participation is essential. Prerequisite Students must have graduate standing. The intended audiences are counselors, teachers, nurses, and other professionals working with at-risk youth, especially in the areas of substance abuse and violent behaviors. Required Readings Text and Required Reading Hogan, J.A., Gabrielsen, K.R., Luna, N., & Grothaus, D. (2003). Substance Abuse : The Intersection of Science and Practice, Pearson Education. (II.G.3.g). Wilson, A. D., & Johnson, P. (2013). Counselors understanding of process addiction: A blind spot in the counseling field. The Professional Counselor, 3(1), (II.G.3.g). There will be additional regularly assigned readings or videos by the instructor. Readings will include journal articles, web site reviews and chapters from various texts. These readings and videos will be accessible to students via Blackboard. Access to the internet either at home, the computer lab or the library will be imperative for the reading and research that is necessary in this course. Supplemental Readings McWhirter, J., McWhirter, B., McWhirter, E., & McWhirter, R. (2007) At-Risk Youth: A Comprehensive Response (4 th ed.), Brooks/Cole. Wilson, R.W. and Kolander, C.A. (2011). Drug Abuse : A School and Community Partnership (3 rd ed.), Jones/Bartlett. (II.G.3.g). GRADING A = % B = 80-89% C = 70-79%

4 Attendance and participation is required, grades will be reduced for absences. Assignments not submitted when due or not in the assigned format will not earn full points. Those submitted past the due date will not be accepted. Plagiarism is sufficient grounds for failure for the course. See current Boise State Graduate Catalog for academic regulations and appeal procedures. Course Requirements Academic Requirements and Evaluation Planning a Program Presentation a. In Groups of no more than 5 students will plan a substance abuse/violence prevention program for a chosen population. With this presentation students must demonstrate understanding of factors that increase the likelihood for a person, community or group to be at risk for or resilient to psychoactive substance use disorders. They must also know the principles of prevention and the models of prevention for addictive disorders and related problems. Students will follow all seven steps of science-based prevention program implementation and demonstrate an understanding of SAMHSA s Strategic Planning Model. A Power-point presentation of 30 minutes is expected. This will account for 30% of the grade. Presentations will occur on Wednesday, June 4, Program Planning Group Paper (A.8, C.1, C.2) Each student needs to complete a group paper that is a 5-10 page overview of your group s prevention program, including rationale for need, target issue, target population (including demographic data), program elements, expected outcomes, etc. This paper must describe 1) factors that increase the likelihood for a person, community, or group to be at risk for or resilient to psychoactive substance use disorders, 2) the principles of addiction and prevention and 3) the models of prevention for addictive disorders and related problems. Please contact your professor if you have questions. This group paper will account for 50% of the final grade and is due June 6, Exam All students will participate in one exam consisting of MC, T/F, and short answer questions. With this exam students will demonstrate knowledge of theories and etiology of addictions and addictive behaviors, including strategies for prevention. In addition they will demonstrate knowledge of the principles of addiction and prevention. This exam will take place in class on Monday, June 2. This exam will account for 20% of the final grade. Administrative Requirements Each student will attend all class meetings and participate in the discussions.

5 Each student will read the assigned text materials. Disability and Academic Integrity Statements Disability Statement: If there is someone in the class who has a special need which may be the result of a disability or alternative learning style, I would appreciate hearing from you. I am reasonably certain that we can make the appropriate arrangements if necessary to assist you. The accommodations can take many forms, whether it be seating, testing, or the like. Please see me after class, or during my office hours. Academic Integrity Statement: Academic misconduct or dishonesty such as cheating and plagiarism is unacceptable and appropriate penalties will be imposed. This includes referencing material which has not been read by you, such as secondary references. COURSE SCHEDULE Week Topic Reading Key Assessment Due Date 5/19 SA & Violence History of Hogan et al., Chapter 1-2 (A.8, C.1) Research Science 5/21 Science-Based Approaches Program Planning Hogan et al., Chapter 3 (II.G.3.g, A.8, C.1, C.2) Single Focus Approaches to Current Approaches 5/26 Drugs of Abuse Wilson & Johnson (2013) (II.G.3.g.)

6 Other Addictive Behaviors History of Violence At Risk Categories 5/28 Cultural Context and Ethics of Human Development Theory Media and Planning and Implementing an ATOD or Violence Curriculum 6/2 Program Development and Evaluation/Logic Model Bringing it all Together Exam 6/4 Student Program Presentations Hogan et al., Chapter 5 (A.8, C.1, C.2) Hogan et al., Chapter 7 (11.G.3.g., C.1) Hogan et al., Chapter 8 (C.1) Hogan et al., Chapter 8 (C.1, C.2) Hogan et a., CH 11 (A.8, C.1, C.2) II.G.3.g, A.8, C.1 and C.2 Exam (A.8; C.1; C.2) Student Program Presentations on 6/4 Student Group Program Papers (A.8; C.1-C.2) due 6/6