L. Rae Page 1 The Ohio State University Addiction Counseling 3 credit hours Lexie Rae, PC/CR 418 PAES Building (513) 543-9207 Email: alexis.m.rae@gmail.com or rae.7@osu.edu Office hours: by appointment COURSE DESCRIPTION: This is a course designed to provide counselors with an overview of the addictive process. Theories appropriately linked with addiction counseling will be evaluated along with the relationship of family, intervention and prevention. This class will meet in a group format for 2 hours each week for 10 weeks. The class will contain opportunities for discussion, videotapes, lecture, a site visit, assigned readings and other assignments. REQUIRED TEXTS: Stevens, P. & Smith R.L. (2009). Substance abuse Counseling: Theory and practice (4 th ed.). Upper Saddle River, NJ: Pearson. ADDITIONAL: American Psychiatric Association. (2000). Diagnositc and statistical manual of mental disorders (4 th ed. Test revision). Washinton, DC: Author. ADDITIONAL HANDOUTS AND MATERIALS AS PROVIDED BY THE INSTRUCTOR. COURSE OBJECTIVES: Identify major classifications of substances/drugs of abuse, the typical routes of administration and a brief description of the effects. Understand various theories and treatment modalities of substance abuse, recovery and prevention. Recognize symptoms and diagnosis of substance abuse vs. dependence. Be able to establish individualized treatment plans with measurable objectives. Describe the impact of addiction on clients and families. Identify treatment issues for specialized populations. RELEVANT CACREP STANDARDS General CACREP standards: 3.C human behavior including an understanding of developmental crises, disability, exceptional behavior, addictive behavior, psychopathology, and situational and environmental factors that affect both normal and abnormal behavior;
L. Rae Page 2 7.H an understanding of general principles and methods of case conceptualization, assessment, and/or diagnoses of mental and emotional status; and Community Counseling standards: B.4: General principles of community intervention, consultation, education, and outreach; and characteristics of human services programs and networks (public, private, and volunteer) in local communities C.2: Models, methods, and principles of program development and service delivery for a clientele based on assumptions of human and organizational development, including prevention, implementation of support groups, peer facilitation training, parent education, career/occupational information and counseling, and encouragement of self-help; C.7: Application of appropriate individual, couple, family, group, and systems modalities for initiating, maintaining, and termination counseling, including the use of crisis intervention termination counseling, including the use of crisis intervention, and brief, intermediate, and long-term approaches. School Counseling standards: 2.H Approaches to recognizing and assisting children and adolescents who may use alcohol or other drugs or who may reside in a home where substance abuse occurs. DIVERSITY STATEMENT: The School of PAES is committed to maintaining a community that recognizes and values the inherent worth and dignity of every person; fosters sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the School seeks to develop and nurture diversity, believing that it strengthens the organization, stimulates creativity, promotes the exchange of ideas, and enriches campus life. The School of PAES prohibits discrimination against any member of the school s community on the basis of race, religion, color, sex, age, national origin or ancestry, marital status, parental status, gender identity, sexual orientation, ability status, health status, or veteran status. The American Counseling Association has explicit policies, standard, and ethical guidelines regarding diversity issues. In this class, you will be expected to reflect the standards and ethics of the counseling profession, especially in the area of diversity. Any use of written or verbal language should be consistent with the respect and tolerance that are the cornerstone of the counseling profession and should reflect the ACA Human Rights Committee s 1987 statement on tolerance, which states: In order to guarantee that each individual is free to pursue his/her potential, each member of AACD (now ACA) is charged to (a) engage in ongoing examination of his/her own attitudes, feelings, stereotypic views, perceptions and behaviors that might have prejudicial or limiting impact on others; (b) contribute to an increased sensitivity on the part of other individuals, groups or institutions to the barriers to opportunity imposed by discrimination; (c) advocate equal rights for all individuals though concerted personal, professional, and political activity. COURSE ATTENDANCE POLICY: Attendance and Participation in all scheduled classes is required. Students are expected to arrive on time, to have read assigned readings prior to the start of class and participate in discussions as is
L. Rae Page 3 appropriate. Work habits, attitudes and behaviors becoming of a professional are also expected to be demonstrated. COURSE ASSIGNMENTS: 1. Attendance and Participation: see above description (10% ) 2. AA and Al-anon Reports (20%) Students must attend one open AA or NA meeting and one open Al-Anon meeting. One week after the attendance of each the meetings a 1 ½-2 page written report on the following: An introduction: one paragraph regarding the overview of the meeting attended. Thoughts and feelings: focus this part of your paper on what your thoughts and feelings were (a) before the meeting, (b) during the meeting and (c) after the meeting. What now: What is it that you will take with you from the meeting? How do you believe this experience will help you become a better counselor in the future? 3. Abstinence Exercise and Paper (30%) Choose a substance or activity such as nicotine, alcohol, caffeine, chocolate, fun time internet use, eating sweets, playing video/computer games, watching TV etc., and abstain from this for a period of 6 weeks. Usually the first thing that pops into your head is the thing to give up. If you are having trouble identifying a substance or behavior, please contact me and we will brainstorm together. This is a three part assignment. This paper does not need to be in APA format and should predominately reflect a journaling type experience. Please use first person where appropriate, times new roman font, size 12 and double spaced. Before you even begin to abstain, write a letter to your substance or behavior. This should be written in first person to the substance or behavior. This letter should be 1-2 pages in length. An abstinence log or journal. This is a place to write about your feelings and reactions to this assignment. Focus this area on times where you relapse or face temptation. The log or journal needs to be done in electronic format (on the computer) each entry being half a page and there should be a minimum of three entries per week. At the end of the 6 weeks, a summary paper will be written describing the experience. This should be a minimum of 2-3 pages and should focus on what influenced you, what were your triggers, did you succeed or fail and what was the process like. 4. Midterm (20%) and Final Exam (20%): The exams are non-cumulative and will cover all materials: text, course packet, videos, site visit and power point material. The exam will consist of short answer, and essay questions.
L. Rae Page 4 COURSE EVALUATION: Attendance and Participation: 10% AA and Al-Anon Reports: 20% (10% each) Abstinence Experience: 30% Midterm: 20% Final Exam: 20% GRADING POLICY: 1. Papers, essays, and other projects must reflect the quality of a professional in the counseling field. This includes the use of appropriate grammar, logical reasoning, and appropriate professional references to support meaningful points. In all papers and projects, work must reflect a respect for diversity, in accordance with the ACA Human Rights Statement on Diversity. For this class APA is not necessary, all work is expected to be original in nature and be constructed during the course of this class. 2. Late assignments will not be accepted. 3. Basic grading scale: A=94+; A- = 90-93; B+ = 87-89; B = 84-86; B- = 80-83; C+ = 77-79; C = 74-76; C- = 70-73; D = 60-69; F = 59 & below POLICY OF ACADEMIC CONDUCT: You are expected, at all times, to act with academic integrity. At its core, academic integrity requires honesty. This involves giving credit where it is due and acknowledging the contributions of others to one s own intellectual efforts. It also includes assuring that one s own work has been completed in accordance with the standards of one s course or discipline. Without academic integrity, neither the genuine innovations of the individual not the progress of a given field of study can adequately be assessed, and the very foundation of scholarship itself is undermined. Academic integrity, for all these reasons, is an essential link in the process of intellectual advancement. (Student Judicial Services at the University of Texas) The values that underpin the concept of academic integrity go beyond simply not cheating or plagiarizing. Embracing these values mean that you are responsible for your own learning; you have an obligation to be honest with yourself and others; and you have the responsibility to treat other students and your professors with respect and fairness. Per University Rule 3335-31-02, Each instructor shall report to the committee on academic misconduct all instances of what he or she believes may be academic misconduct. Cheating on examinations, submitting work of other students as you own, or plagiarism in any form will result in penalties ranging from an F on an assignment to expulsion from the University, depending on the seriousness of the offense. POLICY OF INSTRUCTIONAL MODIFICATIONS: If you have a disability that impacts your learning ability, please inform me early in the quarter. It is your responsibility to inform me of the disability, how it affects your learning, and the type of accommodations you need. Together, we will work with Office of Disabilities Services to determine the interventions needed.
L. Rae Page 5 TENTATIVE COURSE CALENDAR: Date Topic Readings Assignments Week 1 Introduction: Drugs Chapter 1&2 and Effects Week 2 Theories Chapter 3 Check in regarding Abstinence Experience. Week 3 Trip to Maryhaven Research Maryhaven s website at http://www.maryhaven.com/ Week 4 Assessment and Diagnosis; Review for Exam Week 5 MIDTERM (20%) Chapter 4; DSM IV (substance section) Week 6 Treatment Setting Chapter 5, & 6 Week 7 Family Therapy; Children, Other Cultures & Populations Chapter 7 & 8 Be prepared with any questions regarding the website, things already discussed in class and/or personal questions for staff and clients. Abstinence Paper Due (30%) Week 8 Case Studies Week 9 Relapse Prevention; Chapter 10 & 11 Review for Exam Week 10 FINAL EXAM (20%) AA and Al-anon papers due if not turned in already. (10% each)