COURSE SYLLABUS Term: Spring 2014 (2014-2) Instructor Name Office Number: 506 HSV 200 Introduction to Alcoholism and Drug Abuse Phone Number: 219 473 4260 Email: Other Contact : Hours Available: Instructor Information: Dr. Eileen Stenzel estenzel@ccsj.edu Cell: 708 557 8623 This is the best number to use. Office: Mon. & Wed. 2 5; Tues., Thur.and Fri. 10-5 by cell phone, e-mail or text. Instructor Background: Licensed Professional Counselor, State of Illinois Diplomate Sports Counseling Ph.D. Theology, The University of Notre Dame M.A. Counselor Education The University of South Florida M.A. Theology, St. Xavier College B.A. Political Science, Rosary College Course Time: Monday 5:30-7:30 Classroom: 208 Prerequisites: None Course Information: Textbooks: Richard Fields, Drugs in Perspective, (2009), New York: WCB McGraw-Hill (8 th ed.). Blackboard Supplements. Learning Outcomes/ Competencies: Module One: Part One: Understanding Addiction as a Disease of The Brain (Supplemental Material will be used for this Module). Learning Objectives: 1. Through completion of the Module Exam, students will be able to: 2400 NEW YORK AVE. WHITING, IN 46394 TEL. 219-473-7770 773-721-0202 FAX 219-473-4259
a. identify the basic mechanism of brain function; and, b. identify how drugs alter brain structure and function with 80% accuracy. 2. Through completion of the Behavior of Habit Project with 80% accuracy students will demonstrate insight into the strength of habitual, compulsive behavior and the challenges one faces in attempting to change that behavior. Further instructions will be given in class. The project rubrics are posted in the Blackboard site for this course. 3 Through earning a minimum of 80% of the points possible on the Blood Alcohol Level (BAL) project, students will demonstrate an understanding of the effects of alcohol on Blood Alcohol Levels and the ability to calculate time to full sobriety. The project rubric is posted in the Blackboard site for this course. 4. Through completion of a discussion board forum students will demonstrate the ability to explain addiction as a disease of the brain as part of a family treatment program in a fictional treatment facility. Module One: Part Two: Understanding Substance Abuse (Chs. 1 4) Learning Objectives: 1. Through completion of the Module Exam, students will be able to: a. correctly identify the various theories used to explain drug use and addiction; b. correctly identify the major classifications of psychoactive substances and the primary effects of drugs within each classification; and, c. correctly identify the progressive stages of addiction with 80% accuracy. 2. Through completion of the Discussion Board Forum students will be able to summarize the spectrum of theories used to explain and distinguish between drug use and addiction. 3. Students will use the spectrum of theories that explain drug use and addiction to analyze case material presented in the Module Exam. Module Two: Addiction as a Family Disease (Chs. 5 7) 1. By earning a minimum score of 80% on the objective section of the Module Exam as well as assessment of students in-class participation students will demonstrate the ability to: a. summarize family systems theory; b. identify the major characteristics of functional and dysfunctional families; c. identify the parenting characteristics of functional and dysfunctional families; d. identify the characteristic ways in which children adapt to family dysfunction; e. distinguish between shame-based and feedback-based communication systems; f. discuss the ways in which children and adults manifest codependent behaviors. 2. By earning a minimum score of 80% of the total possible points on a short answer section of the Module Exam students will demonstrate the ability to explain how dysfunctional behaviors are functional in dysfunctional environments. 3. Through completion of a research project on codependency, students will demonstrate the ability to 2
identify and discuss how coping mechanisms developed in childhood, in response of family dysfunction, carry over into adult life beyond the family of origin. Module Three: Prevention, Intervention and Treatment (Chs. 8 12) This module surveys issues in prevention, intervention and treatment. It focuses on continuing to help students understand change as a process, not an event, a concept introduced in HSV 220 Models and Methods. 1. Through attaining a minimum grade of 80% or better on a Module Exam students will be able to: a. identify the stages of change in the motivational interviewing model of intervention; b. describe intervention strategies at various stages of use; c. identify the key elements to effective prevention programs; d. define co-occurring disorders e. identify the major approaches to treating addicted adults and their families; 2. Through completion of case analysis on the Module Exam, students will demonstrate the ability to identify the stage of change a client exhibits. 3. Through completion of case analysis on the Module Exam, students will demonstrate the ability to identify a best practice response to clients in various stages of change. Course Description: Students are provided with an overview of alcoholism and drug abuse. The course surveys the various causation theories including the disease concept. The biological, psychological and spiritual implications of chemical dependency will be examined. Various counseling approaches will be surveyed as well as the influence of the self-help movement. Learning Strategies: Blackboard, Lecture, Discussion, 3
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Grading Scale: Grading Scale: C Range: 70% of the total possible points on the Discussion Board Forums and Module Exams. B Range: 80% of the total possible points on the Discussion Board Forums and Module Exams. Behavior of Habit Project: A minimum score of 40/50 on the Behavior of Habit Project BAL Project: 80% of the possible points on the BAL project. A Range: 90% of the total possible points on the Discussion Board Forums and Module Exams. Behavior of Habit Project: A minimum score of 45/50 on the Behavior of Habit Project 90% of the possible points on the BAL project. 90% of total possible points on the Codependency Research Project. Policies and Procedures Class Policy on Attendance: Class Policy on Electronic Devices Class Participation: Statement of Plagiarism: Attendance is defined as being present for the entire class and weekly participation in Blackboard discussion forums. Two consecutive absences either from class or from Blackboard qualify for a request that the student withdraw. Students are asked to refrain from getting up and leaving the class once work has begun. Electronic devices must be on silent and may not be used unless there is an emergency. Students with lap tops are not to be answering or sending e-mails or otherwise engaged in work not related to class. Students are expected to come prepared to engage with assigned readings. If an instructor or other Calumet College of St. Joseph personnel find that a student has plagiarized or been involved in another form of academic dishonesty, the instructor or other personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College. The procedures for judicial review are listed under the section of CCSJ handbook that addresses student grievances. PLEASE NOTE: All papers can and may be submitted for checks on plagiarism from the Internet/Electronic sources/databases. Citation Guidelines: Calumet College of St. Joseph uses citation guidelines, generally MLA or APA format, to document sources quoted or paraphrased in student papers. Check the syllabus for each course to see what each instructor requires. The Library has reference copies of each manual; the Follett has copies for sale when required by the instructor. In addition, there are brief MLA and APA checklists in your spiral Student Handbook and Planner and on the Library website and literature rack. These texts show how to cite references from many sources, including electronic media, as well as how to space and indent the Works Cited and References pages respectively. EBSCO and ProQuest articles provide both formats for you to copy and paste. Proper 5
documentation avoids plagiarism. Withdrawal from Classes Policy: After the last day established for class changes has passed (see College calendar), students may withdraw from a course in which they are registered and wish to discontinue. A written request detailing the reason(s) for the withdrawal must be completed with the Office of Academic Advising and filed with the Registrar. The Office of Academic Advising must receive written request for withdrawal by the last day of classes prior to the final examination dates specified in the catalogue. Written requests should be submitted in person or, when an in-person visit is not possible, may be mailed to the Office of Academic Advising, emailed, or faxed to 219-473-4336. Students are to make note of the refund schedule when withdrawing from courses. If the request requires instructor approval per the College calendar, it must be forwarded to the faculty member, who makes the final determination to accept or deny the request. If the request is honored by the faculty member, the student will receive notification of official withdrawal from the Registrar after meeting or speaking with a member from Academic Advising, Financial Aid and Athletics (if applicable). These departments will notify the student of academic, financial, and athletic eligibility effects of a possible withdrawal. If the request is denied by the faculty member, the notification will indicate why the withdrawal is disallowed. Please note that if the request does not require instructor approval, the student must still meet or speak with a member from Academic Advising, Financial Aid and Athletics (if applicable) before the withdrawal will be processed. An official withdrawal is recorded as a "W" grade on the student's transcript. Discontinuing a course without a written request for withdrawal automatically incurs an "FW" grade for the course (see Refund Schedule). Failure to Withdraw (FW) is indicated when the student does not complete withdrawal paperwork with the Office of Academic Advising nor does the student notify the instructor of their intent to withdraw due to an illness, accident, grievous personal loss, or other circumstances beyond the student s control. This grade is submitted by the instructor at the end of term. Student Success Center: Disability Services: Resources The Student Success Center supports Calumet College of St. Joseph students through an interactive learning experience. Students work with faculty tutors to develop course competencies and study skills such as time management, test preparation, and note taking. In addition, students are provided with tutoring support to help pass courses, to improve grade point average, and to promote continuing education and career advancement. Tutors have a specific charge: to help students learn how to master specific subject matter and to develop effective learning skills. The Student Success Center is open to all students at Calumet College of St. Joseph at no charge and is available to support academic courses at the introductory and advanced levels. For assistance, please contact the Student Success Center at 219 473-4287 or stop by the Library. Disability Services strives to meet the needs of all students by providing academic 6
services in accordance with Americans Disability Act (ADA) guidelines. Students must meet with the Coordinator of Disability Services to complete an intake form in order to request an accommodation and/or an auxiliary aid (e.g., additional time for tests, note taking assistance, special testing arrangements, etc.). It is the student s responsibility to contact the Academic Support Programs Office to request an accommodation at least one month prior to enrollment for each academic term. Students who are requesting an accommodation and/or an auxiliary aid must submit documentation from a professional health care provider to verify eligibility under Section 504 of the Rehabilitation Act of 1973 and/or the Americans with Disabilities Act of 1990. The cost of obtaining the professional verification is the responsibility of the student. If a student believes that he or she needs a reasonable accommodation of some kind because of a physical, psychological, or mental condition, he or she should contact Disabilities Services. The Coordinator will secure documentation pertinent to the disability and work with faculty and staff, if necessary, to address the matter. All questions and inquiries pertaining to disability services should be directed to the Disability Services Coordinator at 219-473-4349. CCSJ Alert: Calumet College of St. Joseph utilizes an emergency communications system that transmits messages via text, email, and voice platforms. In the event of an emergency, of weather related closings, or of other incidents, those students who are registered for the system shall receive incident specific message(s) notifying them of the situation. Please sign-up for this important service at any time on the College s website. Alternatively, you can register at the time you register for classes. This service requires each user to register once per academic year. Therefore, at the beginning of each academic year, please remember to re-register for the system. This can be done at: http://www.ccsj.edu/alerts/index.html. School Closing Information: Internet: http://www.ccsj.edu http://www.emergencyclosings.com Facility: Calumet College of St. Joseph Phone: 219.473.4770 Radio: WAKE 1500 AM WGN - 720 AM WIJE 105.5 FM WLS 890 AM WZVN 107.1 FM WBBM NEWS RADIO 78 TV Channels: 2, 5, 7, 9, 32 7
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HSV 200 OUTLINE CLASS Jan. 12 TOPIC AND ASSIGNMENT: All chapters are to be read prior to class. Objectives: By the end of class students will: 1. know each other by first name; 2. have a clear understanding of both the structure and the requirements of this course; 3. be familiar with the Bb site for this course; and, 4. be introduced to the model of addiction as a disease of the brain. 5:30-6:30: Introductions and Goal Setting 1. Introductions: Developing Personal and Professional Goals for this Course 2. Review Syllabus, Course Requirements and the Blackboard Site 3. Bloom s Taxonomy and Assessment Practices: From Knowledge to Application and Analysis 4. The B Projects for Application: Behavior of Habit and Calculating Blood Alcohol Level 5. The A Projects : Module I: Explaining Addiction as a Disease of the Brain Module II: Research Project: Codependency 6:30-7:30: An Overview of Modules I and II 6. An introduction to the neurobiology of addiction Jan. 19 Martin Luther King Holiday No Class Jan. 26 and Feb. 2 Module One: Part One: Understanding Addiction as a Disease of the Brain Focus: Neuroscience has advanced our understanding of the biological component of the biopsychosocial model of addiction. Because of advances in technology that made it possible to study the living brain, the interaction between psychoactive substances and the central nervous system is now understood in more detail. This class and the next will focus on developing an understanding of addiction as a disease of the brain. Feb. 9 Chapter 1: Putting Drugs in Perspective Chapter one introduces students to value-based perspectives from which drug use and addiction is explained. Each perspective has profound importance for the direction of public policy in the United States and elsewhere. As citizens who will both shape and be impacted by those policies it is important that we know where we are in this important discussion. This chapter will help students identify the values and biases from which they enter the discussion. 1. Read Chapter 1, Putting Drugs in Perspective in preparation for class. 2. Complete the Discussion Board Forum for Chapter 1. 3. Quiz on Chapter 1 found in Assignments on the Bb site to be completed by Feb. 2 nd. Feb. 16 Chapter Two: Why Do People Abuse Drugs? Chapter 2 makes an important distinction between theories that explain drug use and theories that explain 9
addiction to psychoactive substances. 1. Read Chapter 2: Why Do People Abuse Drugs? in preparation for class. 2. Complete the Discussion Board Forum for Chapter 2 by 1:00pm February 2. 3. Quiz on Chapter 2 found in Assignments on the Bb site to be completed by Feb. 2 nd. Feb. 23 Chapter 3: Drug Specific Information and Chapter 4 Assessment of Substance Abuse, Dependence, and Addiction Feb. 23 Chapter 3: Drug Specific Information Focus: Chapter 3 is an overview of the pharmacology of psychoactive substances, i.e. an introduction to how these drugs interact with body chemistry. This is an important chapter for two reasons. For Chemical Dependency students it lays the foundation for HSV 230 The Pharmacology of Psychoactive Substances. For all students it offers information that explains the observable behaviors of persons under the influence of and/or addicted to these substances that can be helpful in prevention, intervention, especially early intervention, and treatment. 1. Read Chapter 3 in preparation for class. 2. Complete the Chapter 3 Discussion Board Forum 3. Complete the Chapter 3 Quiz Feb. 23 Ch. 4 Assessment of Substance Abuse, Dependence, and Addiction 1. Read Chapter 4 by in preparation for class. 2. Complete the Chapter 3 Discussion Board Forum by Feb. 16 th. 3. Complete the Chapter 4 Quiz by Feb. 16 th 4. Module I Part I Exam to be completed by 5:00pm Feb. 15. Mar. 2-6 Spring Break Module Two: Addiction as a Family Disease Mar. 9 Chapter 5: Substance Abuse and Family Systems Module I Part II Exam to be completed by 5:00pm Mar. 17 th. Mar. 16 Chapter 5: Substance Abuse and Family Systems BAL Projects Due Focus: Families are often the root of substance abuse and dependence problems and are always a victim. In this chapter, students are introduced to family systems theory and the role it plays in helping families recover. Of particular importance is gaining insight into the phenomenon that in dysfunctional settings, dysfunctional behaviors are functional. Of particular importance is the need to understand the roles children adopt in imbalanced/dysfunctional families and the way these behaviors carry over into adult relationships. 10
1. Read Chapter 5 in preparation for class. 2. Complete the Discussion Board Forum for Chapter 5 by March 23rd th. 3. Complete the Chapter 5 Quiz by March 23 rd. Mar. 23 Chapter 6: Parents and Family: At-Risk Factors for Substance Abuse Focus: Chapter 6 introduces students to several important concepts and distinction. At the core of the discussion is the notion that healthy relationships are characterized by healthy boundaries. Dysfunctional relationships are characterized by various types of boundary disorders. Among the most common in families is triangulation in which a child becomes an ally of a parent over against the other parent or another adult. A core distinction made in this chapter is the distinction between shame-based and feedback based systems of communication. In imbalanced families, shaming responses are far more common than in communication in balanced families. Children appropriate the communication styles of their families and bring it with them into school and social settings. This chapter will help students identify which of these students of communication was dominant in their childhood experiences and how that influences their adult relationships. 1. Read Chapter 6 in preparation for class. 2. Complete the Discussion Board Forum for Chapter 6 by March 30 th. 3. Chapter 6 Quiz to be completed on-line by Mar. 30 th Mar. 30 Chapter 7: Growing Up in an Alcoholic Family System Focus: Chapter 7 continues the discussion of the impact of family of origin experiences on adults with a focus on Adult Children of Alcoholics. Key concepts in this chapter are: boundaries, codependency and second order change. 1. Read Chapter 7 in preparation for class. 2. Complete the Discussion Board Forum for Chapter 7 by 1:00pm April 1 st. 3. Complete the Chapter 7 Quiz by April 6 th. 4. Complete Module II exam by 5:00pm Apr. 7 th. Module Three: Prevention, Intervention and Treatment Apr. 6 Chapter 8: Motivation and Change Focus: Motivational Interviewing (MI) has developed as an alternative to a much more confrontation form of intervention. Its applicability to intervening with chemically dependent individuals is proving highly effective. MI is based on an understanding of change as a process, not an event. Students will have an opportunity to develop an initial understanding of what types of responses from a counselor help individuals move from one stage of change to the next. Students who have taken HSV 220 Models and Methods have already been introduced to MI. 1. Read Chapter 8 in preparation for class. 2. Complete the Discussion Board Forum for Chapter 8 by April 13 th. 3. Completion of the Chapter 8 Quiz by April 13 th. 11
Apr. 13 Chapter 9 Intervention and Chapter 10 Prevention of Substance Abuse Problems 1. Read Chapters 9 and 10 in preparation for class. 2. Complete the Discussion Board Forums for Chapters 9 and10 by 1:00pm April 20 th 3. Complete the Chapters 9 and 10 Quizzes by April 20 th. 4. Behavior of Habit Journal and Journal Summary Due April 14 th Apr. 20 Ch. 11 Disorder Co-occurring with Substance Abuse and Ch. 12 Alcohol/Drug Recovery and Relapse Prevention 1. Read Chapters 11 and 12 in preparation for class 2. Complete Chapters 11 and 12 quizzes by Apr. 27 th Apr. 27 Exam Week Module Three Exam Addiction is a Disease of the Brain Discussion Board Forum Due 12