MHS 6245 Hagedorn, Fall 09

Transcription

1 Instructor: Office: Office Hours: (Call for an appointment) W. Bryce Hagedorn, PhD, LMHC, NCC, MAC, QCS(FL) ED 322C Tuesdays 12:00pm-1:30pm Wednesdays 1:00pm-5:00pm Phone: (campus) Fax: Website: MHS 6245 will meet on Tuesday evenings from 6:00 to 8:50 in CL Textbooks: Juhnke, G. A. (2002). Substance abuse assessment and diagnosis: A comprehensive guide for (required) counselors and helping professionals. New York, NY: Routledge. (ISBN: ) Recommended Books: UNIVERSITY OF CENTRAL FLORIDA COLLEGE OF EDUCATION Department of Child, Family and Community Sciences Counselor Education Program MHS 6245 Assessment and Treatment in Addictions Counseling Fall 2009 Juhnke, G. A., & Hagedorn, W. B. (2006). Counseling addicted families: A sequential assessment & treatment model. New York, NY: Brunner-Routledge. (ISBN: ) Miller, W. R., & Rollnick, S. (2002). Motivational interviewing: Preparing people for change (2 nd Ed.). New York: The Guilford Press. (ISBN: ) Nakken, C. (1996). The Addictive personality: Understanding the addictive process and compulsive behavior. Center City, MN: Hazelden. (ISBN-10: ) May, G. (1992). Addiction & grace. San Francisco, CA: Harper. (ISBN-10: ) Course Description This course is an advanced-level graduate course for students and counseling professionals interested in pursuing a graduate certificate in addictions counseling and/or certification by the State of Florida as Certified Addictions Professionals (CAPs). The content expands on the foundation established in MHS 6450: Addiction Counseling regarding counseling services and treatment for persons with chemical and process addictions. Particular emphasis will be given to assessment, treatment planning, models of addictions, and comprehensive counseling services to support persons with addictions and their families. Additionally, ethical and legal standards, their evolution, and applications specific to addictions counseling will be presented. This will be accomplished through assigned readings, seminar discussions, videotapes, lectures, case presentations, guest speakers, and student assignments. Prerequisites: Successful completion of MHS 6450 Addiction Counseling and Consent of the Instructor (C.I.). Instructor's Statement In teaching this course, I have three primary objectives: 1. To help you develop an understanding and awareness of the specific skills that are most useful in working with individuals and families who struggle with an addictive disorder; 2. To provide opportunities for practicing these skills; and 3. To provide opportunities for increased self-awareness and personal development. 1

2 Student Responsibilities As a student taking this course, your responsibilities are to: 1. Attend class regularly and actively participate in all classroom activities (discussions, presentations, exercises, etc.). Your attendance and active participation in the class are critical to your own learning as well as that of your peers and the overall success of the course. 2. Complete all required assignments and submit them according to the schedule in the "Schedule of Classes and Assignments." The format for the course will necessitate your active involvement in learning, discussing, and applying information from class readings. Course Objectives Upon completion of this course, students will: 1. Understand a variety of models and theories of addiction and other problems related to substance use (e.g., terms and concepts related to theory, research, and practice; appreciation of the complexity inherent in understanding addiction). (CSAT/SAMHSA, Section 1, A.1) 2. Recognize the social, political, economic, and cultural context within which addiction and substance abuse exist, including risk and resiliency factors that characterize individuals and groups and their living environments. (CSAT/SAMHSA, Section 1, A.2) 3. Recognize the potential for substance use disorders to mimic a variety of medical and psychological disorders and the potential for medical and psychological disorders to co-exist with addiction and substance abuse. (CSAT/SAMHSA, Section 1, A.4) 4. Describe the philosophies, practices, policies, and outcomes of the most generally accepted and scientifically supported models of treatment, recovery, relapse prevention, and continuing care for addiction and other substance-related problems. (CSAT/SAMHSA, Section 1, B.1) 5. Recognize the importance of family, social networks, and community systems in the treatment and recovery process. (CSAT/SAMHSA, Section 1, B. 2) 6. Understand the importance of research and outcome data and their application in clinical practice. (CSAT/SAMHSA, Section 1, B.3) 7. Understand the value of an interdisciplinary approach to addiction treatment. (CSAT/SAMHSA, Section 1, B. 4) 8. Understand the established diagnostic criteria for substance use disorders and describe treatment modalities and placement criteria within the continuum of care. (CSAT/SAMHSA, Section 1, C.1) 9. Describe a variety of helping strategies for reducing the negative effects of substance use, abuse, and dependence. (CSAT/SAMHSA, Section 1, C.2) 10. Tailor helping strategies and treatment modalities to the client s stage of dependence, change, or recovery. (CSAT/SAMHSA, Section 1, C.3) 11. Provide treatment services appropriate to the personal and cultural identity and language of the client. (CSAT/SAMHSA, Section 1, C.4) 12. Adapt practice to the range of treatment settings and modalities. (CSAT/SAMHSA, Section 1, C.5) 13. Be familiar with medical and pharmacological resources in the treatment of substance use disorders. (CSAT/SAMHSA, Section 1, C.6) 14. Recognize that crisis may indicate an underlying substance use disorder and may be a window of opportunity for change. (CSAT/SAMHSA, Section 1, C.8) 15. Understand the need for and the use of methods for measuring treatment outcome. (CSAT/SAMHSA, Section 1, C.9) 16. Understand the addiction professional s obligations to adhere to ethical and behavioral standards of conduct in the helping relationship. (CSAT/SAMHSA, Section 1, D.3) 17. Understand the importance of ongoing supervision and continuing education in the delivery of client services. (CSAT/SAMHSA, Section 1, C.4) The Florida Certification Board (FCB) and the Centers for Substance Abuse Treatment/Substance Abuse and Mental Health Services Administration (CSAT/SAMHSA) Addiction counseling competencies: The knowledge, skills, and attitudes of professional practice are noted with each Course Objective above. 2

3 (Please see me as soon as possible if you have special needs or problems with an assignment.) **Students with a physical impairment or other learning difficulty that necessitates special circumstances or devices in the classroom or when taking examinations, should consult with the professor regarding their special needs. Student Disability Services offers a variety of services to assist students needing such accommodations and students are encouraged to contact this office. They can be reached at Ferrell Common, FC 132, ** The following Council for Accreditation of Counseling and Related Education Programs (CACREP) 2009 competencies will be achieved in this course: Standard G.1: Professional Orientation and Ethical Practice, Standard G.2: Social and Cultural Diversity, Standard G.3: Human Growth and Development, Standard G.5: Helping Relationships, Standard G.6: Group Work, Standard G.7: Assessment, Addiction Specialization Standards 3

4 Assignments ALL assignments should be typed, double-spaced, and use 12-point New Times Roman font. Assignments not meeting these minimum standards will be returned and counted as late. 1. Weekly Quizzes (25% of final grade) The development of your professional identity and your knowledge, attitudes, and skills as an addiction counseling professional is paramount to your continued professional development. The quizzes will cover material from assigned readings. A quiz consisting of ten (10) multiple choice and true/false questions will be given (one extra credit question per quiz). The quizzes are to prepare students to take and successfully pass the Florida Certification Board s Florida Specific Examination (Certified Addictions Professional) and the International Certification & Reciprocity Consortium/Alcohol and Other Drug Abuse s (IC&RC) Drug and Alcohol Credentialing Examination. The quizzes will be given at the beginning of each class and students will be able to drop their lowest quiz grade. If a student is tardy or absent from class at the time that the quiz is administered, he/she will be unable to make-up the quiz. (11 quizzes, 10 of which count one each class on assigned reading) 2. Group Presentations (3 at 25% each) General Guidelines: You will be responsible for presenting on three occasions throughout the semester. The specifics for each are below. Each presentation will be graded according to the criteria offered by the Scoring Rubric for Presentation which is found on the course website and should be handed in on the day of the presentation. Presentation dates can be found on the Schedule of Classes and Assignments. For all presentations, a PowerPoint (or similar) presentation with handouts is required, as is an APA formatted reference list of the sources used for putting the presentation together (information should be gathered from sources such as referred journals, books, and national organization websites 10 sources is the norm ). Group presentations should be between 30 and 40 minutes in duration, whereas Individual presentations should be between 20 and 30 minutes. Professional looking handouts must be provided to all class members with a succinct outline of the presentation, data supporting the importance of the topic area, and practical information related to the presentation (e.g., suggested readings, web-resources, local support networks, etc.). For those presentations that involve small groups, significant points will be assigned by peers for project participation. Should a group member fail to adequately participate or invest him or herself in the project, group members are encouraged to inform the non-invested student of the behaviors that need to change and the points that will be deducted should the group member choose not to adequately invest in the project prior to the presentation date. To solidify this process, each group member must send the professor an prior to the presentation date with a synopsis of each group member s level of participation. Assignment of points for participation levels will be based upon this feedback. Persons may be assigned to groups at the discretion of the professor, and all presentation topics must be directly related to addiction counseling. a. Group Presentation 1 Theoretical Applications of Addiction Counseling For this presentation you will assigned to small groups of 2 or 3 to present on one of the primary treatments theories used in addiction counseling. The theories to be covered include Solution Focused, CBT (i.e. Reality/Choice Theory), Gestalt/Psychodrama, Harm-Reduction Theory, Minnesota Model, Family Approaches, and Other. You are highly encouraged to use portions of the videos in the UCF library that are related to your theory (a list can be found in the MHS 6450 Addiction Counsleing syllabus). The purpose of this assignment is to have students present information related to the various treatment models that have proven effective in working with addicted clients. At the minimum, students are responsible for covering all the required information found on the Scoring Rubric for Presentation Theory (which is to be turned in at the time of the presentation). Focus on how to applications of these theories. 4

5 b. Group Presentation 2 Treatment Settings for Addiction Counseling For this presentation you will assigned to small groups of 3 or 4 to present on one of the primary treatment settings where addiction counseling occurs. Settings to be covered may include inpatient detox, inpatient residential (i.e. the 28 day program), long-term residential/half-way houses, therapeutic communities, methadone maintenance, and intensive outpatient. The purpose of this assignment is to have students present information related to the various treatment settings where addiction counselors typically work. Information should include: 1. Clear description of the setting 2. Admission criteria (i.e. who would need this level of care) 3. Modalities used (group, individual, family, etc.) 4. Lengths of stay 5. Cost for treatment 6. Staff typically found in the setting (what disciplines are represented) 7. Special programs available (spiritual, wellness, financial, child-care, specific populations, etc.) As a part of this assignment, you will need to contact at least two (2) addiction treatment facilities in your assigned area and conduct a recorded interview with a clinician who works there (a phone interview is okay as long as both sides of the interview can be clearly heard on the tape). Tapes must be submitted at the time of the presentation. The following information should be covered (at a minimum): 1. Clients served (what are the typical demographics seen in their facility) 2. Assessments used (at intake, throughout, at discharge, etc.) 3. Primary treatment model(s) used (do they assess clients readiness-to-change?) 4. Typical length of stay 5. Addictions treated [chemical abuse (and what kind) and/or process addictions] 6. What kind of clinicians work there (disciplines, licenses, certifications, levels of education, etc.) 7. What is their take on it takes an addict to treat an addict 8. Treatment costs (insurance, self-pay, etc.) 9. Available support groups The handout for this presentation will include detailed information about the setting that you were assigned, to include a list of such sites found in Central Florida, the state (Florida), and any nationally recognized programs (websites and phone numbers at a minimum). Finally, students are responsible for covering any additional information found on the Scoring Rubric for Presentation Treatment Setting (which is to be turned in at the time of the presentation). c. Individual Presentation 3 Special Topics in Addiction Counseling For this assignment you will individually present on one relevant topic of your choice that is related to the course content. The purpose of this assignment is to provide an opportunity for students to present a special topic of interest related to substance abuse, addictive behaviors, high risk populations, or preventative techniques. An emphasis on how to work with clients should be infused throughout the presentation. Suggested topics are listed below. The professor must approve topics not on the suggested list. Some suggested topics include: Sexual Addiction Eating Disorders/Food Addiction Internet Addiction Children/Adolescents and Drug Addictions Club Drugs and the Rave Scene Substance Abuse and HIV Fetal Alcohol Syndrome Gambling Domestic Violence and Substance Abuse Adult Children of Alcoholics LGBT Community and Addiction Workaholism Spirituality and Addiction AOD and Crime Single Parents in Recovery Veterans and Addiction At the minimum, students are responsible for covering all the required information found on the Scoring Rubric for Presentation Special Topics (which is to be turned in at the time of the presentation). 5

6 Additionally, a review of how Motivational Interviewing might be used to address your chosen topic is expected. You are responsible for choosing and earning your own grade. Refer to the guidelines below to determine your choice for grades. A B C D F An active participant in class. Completes all assignments on time. There is evidence that time and maximum effort was put into all assignments. Participates in class. Completes all assignments on time. There is evidence that time and a good amount of energy was put into all assignments. Attends class (warms a seat). Completes most assignments. There is evidence that time and energy was put into some assignments. If you plan on getting less than a C, please see me ASAP. Minimal efforts made in the class and with assignments. Only interest is to get a passing grade. What was your name again? Did you attend my class? Assignment Point Breakdown Weekly Quizzes 25 points Group Presentation 1 25 points University Grading Scale Group Presentation 2 25 points A Individual Presentation 3 25 points A- 15 points Total Points 100 points B B B C C C D F < 60 6

7 Classroom Policies Attendance Requirements All students are expected to attend class and participate fully in exercises and assignments. You are allowed to miss one class during the semester with no penalty. After one absence, each absence thereafter will result in a 5-point deduction from your final grade. Five points will also be deducted for students who consistently (i.e., more than three times) arrive to class late and/or leave early (by 5 minutes or more). Now, I know this sounds somewhat elementary, but we ll be covering crucial information that will have a direct impact on your future as a counselor don t miss it! Late Assignments Ten percent will be deducted for each day an assignment is late (i.e. handed in after class) including weekend days. No assignments will be accepted after one week. It is the student s responsibility to ensure assignments are submitted on time. Although electronic submissions are permissible, attachments are not very reliable. This method therefore has inherent risks and it is advised that printed assignments be submitted in person. If you choose to submit something by , the professor will send a return receipt stating that he received your submission. Print and keep this receipt and be ready to produce it when requested (in the event that the professor does not have your assignment). If the professor does not have your assignment and you do not have your receipt, this indicates that you did not turn in the assignment and appropriate points will be deducted. Confidentiality We will occasionally deal with very personal and sensitive matters. It is imperative that we engage in a respectful dialogue, even when we disagree. Please remember that any personal information revealed during class time is confidential and should be confined to the class. Electronic Communication Devices Please ensure that any pagers or cellular phones are turned off (or set on vibrate ) for the duration of the class. The professor reserves the right to answer any ringing telephone. Honor Policy Academic honesty is fundamental to the activities and principles of the University of Central Florida. Any effort to gain advantage not provided to all students violates the university s honor code. Such a violation is a serious offense, the consequences of which range from probation to expulsion. It is the professor s responsibility to uphold fairness for all students. Any questions or issues concerning the honor code should be brought to the professor s attention immediately. Please review the Student Handbook for the full UCF Academic Integrity Policy. In order to receive full credit for any assignment, you must sign and date the following statement that is found on the Scoring Rubric for each assignment that you hand in. Papers without this signed statement will not be accepted. I have abided by the Code of Academic Integrity on this assignment. Signature Date 7

8 Schedule of Classes and Assignments (Tentative) Date Aug 25 Sept 1 Topic Introductions Review syllabus / Overview of course Toolbox exercise Lecture: Scope of the Problem Family Night (Review of foundations of addictions & chemical dependency; Definitions and prevalence; Diagnosis of addictive disorders) Juhnke & Hagedorn (Chapter 1) Juhnke (Chapters 1-2) Film: Hooked: The Addiction Trap Quiz #1 Theoretical Approaches to Addiction Counseling Sept 8 Lecture: Etiological Theories: A Brief Review Bonus Lecture: Self-Injurious Behaviors (Major etiological models; helping families understand) Juhnke & Hagedorn (Chapter 2) Film: Emotional Scars: Addicted to Self-Injury Quiz #2 Sept 15 Lecture: Motivational Interviewing 101 (How MI has changed the field of addiction counseling) Miller & Rollnick (Chapters 1-4) Film: Motivational interviewing for addictions Quiz #3 Sept 22 Sept 29 Student Presentations Theories (Minnesota Model, Harm-Reduction Theory, & Solution Focused) Miller & Rollnick (Chapters 5-7) Quiz #4 Student Presentations Theories (CBT, Gestalt/Psychodrama, & Family Approaches) Miller & Rollnick (Chapters 8-11) Quiz #5 Assessment and Treatment of Addictive Disorders Oct 6 Oct 13 Lecture: When Talking Won t Work Miller & Rollnick (Chapters 12-13) Juhnke & Hagedorn (Chapter 4) Quiz #6 Lecture: Applications of Clinical Interviews Juhnke (Chapter 3) Juhnke & Hagedorn (Chapter 3) Hands on: Addiction Severity Index Quiz #7 8

9 Oct 20 Oct 27 Nov 3 Nov 10 Lecture: Standardized Assessment Instruments Juhnke [Chapters 5 (p ) & 6] Hands on: SASSI-3 Quiz #8 Student Presentations Settings (Inpatient detox & Inpatient residential) Student Presentations Settings (Therapeutic communities & Intensive outpatient) Miller & Rollnick (Chapters 15, 17, 19, & 20) Quiz #9 Student Presentations Settings (Methadone maintenance & Outpatient) Lecture: Treatment Planning for Addictions Special Topics in Addiction Counseling Nov 17 Nov 24 Dec 1 Lecture: Recovery is not about Perfection Student Presentations Special Topics Juhnke & Hagedorn (Chapter 5) Miller & Rollnick (Chapters 21-22) Quiz #10 Student Presentations Special Topics Miller & Rollnick (Chapters 23-25) Quiz #11 Student Presentations Special Topics Course Wrap-up Course Evaluations 9

10 Recommended Readings & Supplemental Texts American Counselor Association. (2005). Code of ethics. Alexandria, VA: Author. American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4 th ed., text rev.). Washington D.C.: Author. American Psychological Association. (2001). Publication manual of the American Psychological Association (5 th edition). Washington, DC: American Psychological Association Brown, S. (1985). Treating the alcoholic: A developmental model of recovery. New York: John Wiley & Son, Inc. Connors, G. J., Donovan, D. M., & DiClemente, C. C. (2002). Substance abuse treatment and the stages of change: Selecting and planning interventions. New York: The Guilford Press. Corey, G., Corey, M. S., & Callanan, P. (2003). Issues and ethics in the helping professions (6 th ed.). Pacific Grove, CA: Brooks/Cole Thomson Learning. Cottone, R. R., & Tarvydas, V. M. (2003). Ethical and professional issues in counseling (2 nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Doweiko, H. E. (2002). Concepts of chemical dependency (5 th ed.). Pacific Grove, CA: Brooks/Cole. Evans, K., Sullivan, J. M. (2000). Dual diagnosis: Counseling the mentally ill substance abuser (2 nd ed.). New York: The Guilford Press. Fields, R. (2004). Drugs in perspective: A personal look at substance use and abuse (5 th ed.). Boston: McGraw Hill. Fisher, G.L. & Harrison, T.C. (2000). Substance abuse: Information for school counselors, social workers, therapists, and counselors (2 nd Ed.). Needham Heights, MA: Allyn & Bacon Goldberg, R. (2004). Taking sides: Clashing views on controversial issues in drug and society (6 th ed.) Guliford, CT: McGraw-Hill/Dushkin. Hagedorn, W. B. (2009). The call for a new Diagnostic and Statistical Manual of Mental Disorders diagnosis: Addictive disorders. Journal of Addictions & Offender Counseling, 29, Hagedorn, W. B., & Hirshhorn, M. A. (2009). When talking won't work: Implementing experiential group activities with addicted clients. Journal for Specialists in Group Work, 34, Hagedorn, W. B., & Juhnke, G. A. (2005). Treating the sexually addicted client: Establishing a need for increased counselor awareness. Journal of Addictions & Offender Counseling, 25(2), Hester, R. K., & Miller, W. R. (2003). Handbook of alcoholism treatment approaches: Effective alternatives. (3 rd ed.). Boston: Pearson Education Inc. Johnson, J. L. (2004). Fundamental of substance abuse practice. Belmont, CA: Brook/Cole. Lambie, G. W. (2004). Motivational Enhancement Therapy: A tool for professional school counselors working with adolescents. Professional School Counseling, 7(4), Marlatt, G. A., M., & Donovan, D. (Eds.). (2005). Relapse prevention: Maintenance strategies in the treatment of addictive behaviors (2 nd ed). New York: The Guilford Press. Miller, W. R., & Rollnick, S. (2002). Motivational interviewing: Preparing people to change addictive behavior (2 nd Ed.). New York: The Guilford Press. Ray, O., & Ksir, C. (2004). Drugs, Society, & Human Behavior (10 th Ed.). Boston: McGraw-Hill. Velasquez, M., Maurer, G. G., Crouch, C., DiClemente, C. C. (2001). Group treatment for substance abuse: A stages-of-change theory manual. New York: The Guilford Press. Weil, A. (2004). The nature mind: A new way of looking at drugs and the higher consciousness. Boston: Houghton Mifflin Co. Wilson, H. (Ed.). (2006) Drugs, society and behavior (12 th ed.). Guilford, CT: McGraw Hill/Dushkin., Inc. Other required selections (journal articles) may be distributed in class. 10

11 I have read and understand all the assignments and requirements within this syllabus for MHS 6245: Assessment and Treatment in Addictions Counseling Fall I also understand that my grade for the aforementioned class will depend upon my successful completion of these assignments, and my signature below attests to my understanding. Signature Date Student Information Sheet Contact Information Name (and preference): Program Track/Major: Telephone number(s): address: What motivated you to take this course/what do you hope to gain from the experience? Do you have any questions for the professor? Is there anything else that I need to know about you to help me to teach you more effectively? What are the top three topics that you are interested in presenting for your individual (special topics) presentation? 11