MCC 642 Foundations of Addiction Counseling. 3 Graduate Credit Hours, 10 Week Course Syllabus. Term Year

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1 1 Instructor: Office Phone: Office Location: Office Hours: address: BEST way to reach me: MCC 642 Foundations of Addiction Counseling 3 Graduate Credit Hours, 10 Week Course Syllabus Term Year Required Course Texts: Capuzzi, D. & Stauffer, M.D. (2016). Foundations of Addictions Counseling. 3 rd ed. Pearson NY: New York. Reference Material(s): American Psychological Association. (2001). Publication manual of the American Psychological Association. (5th ed.). Washington, DC: American Psychological Association. ISBN Prerequisites: Admission to graduate school and enrollment in the MSCC program. Completion of all foundational courses. This prerequisite applies to MSCC and MSCCY students. For MAHS students, the prerequisite is none. For MSHSA students, the prerequisite is none. Catalog Description: This course provides counselors in training with an overview of the addictive process and the practice of addiction counseling. Students will develop conceptual knowledge, practical skills, and self-awareness concerning the etiology of addiction and its impact across the life-span. Models of addiction and professional issues in Addiction Counseling such as co-occurring disorders, process addictions and mental illnesses will be addressed. Assessment, diagnosis, and treatment of addictions with diversity & advocacy issues will also being explored. Purpose: This is a required course for the Master of Science in Clinical Counseling and a required course in the Master of Arts in Human Services and Master of Science in Human Services Administration programs. LEARNING OBJECTIVES Upon completion of this course, students should be able to:

2 2 II.G.3.g CHMC A.6 CHMC C.4 CHMC G.4 CHMC K.3 CHMC D.8 CHMC H.4 Knowledge Standards Apply theories and etiology of addictions and addictive behaviors, including strategies for prevention, intervention, and treatment. Recognizes the potential for substance use disorders to mimic and coexist with a variety of medical and psychological Demonstrate knowledge of the disease concept and etiology of addiction and co-occurring Identify standard screening and assessment instruments for substance use disorders and process addictions. Evaluate the impact of co-occurring substance use disorders on medical and psychological Skill Standards Provide appropriate counseling strategies when working with clients with addiction and co-occurring Assess a client's stage of dependence, change, or recovery to determine the appropriate treatment modality and placement criteria within the continuum of care. How/where covered and measured Comparing Models of Etiology paper, Research Paper, Assessment & Treatment Planning Case Assessment & Treatment Planning Case, AA experience, discussion boards, Research paper; Comparing Models of Etiology paper, discussion boards Assessment & Treatment Planning Case, discussion boards Comparing Models of Etiology paper, Discussion Boards Assessment & Treatment Planning Case, Research Paper Assessment & Treatment Planning Case, AA Experience Residential Class Attendance Policy Attendance is mandatory. You are expected to attend every class meeting. If you are unable to attend you must contact me in advance for an alternative assignment. There may be points associated with class participation. If you do not notify me of your absence in advance, you will not be allowed to make up the points that you missed. Online Attendance Policy Attendance is mandatory. Online students are required to routinely log-into Blackboard and submit their assignments as scheduled by the syllabus. The student will receive a letter of nonattendance if the student has not logged-in to their course or submitted any assignments for more than seven consecutive days per course. Nonattendance could impact a student s ability to receive financial aid. Online students encountering special situations which will prohibit them from accessing their course and meeting their course obligations should contact their instructor. Statement of Bellevue University instructor response policy Please contact me with any questions or concerns about the course, specific assignments, grading, etc. I will make every attempt to respond to your s or voice messages within 48 hours (excluding holidays and weekends). Grades will be updated weekly with instructor feedback within 1 week of the due date (exception if assignments are submitted after the deadline).

3 3 Course Assumptions: 1. Everyone is here to learn. 2. Learning does not take place in a vacuum; everyone must share her/his perspective and knowledge. 3. Active participation is expected of everyone. 4. Readings, written work, discussion board postings, and individual work experience will be integrated by each person, and used in both homework assignments and the discussion board. 5. Differences of perspective are expected to occur occasionally, and they add to the learning experience, but they are to be managed professionally. 6. The instructor was selected because of her or his expertise and experience; the instructor therefore will be the final arbiter of unresolved conflict. Course Expectations: Students are expected to display professionalism in all of their activities, which include timely postings, actively participating in all of the course activities, joining in collaborative activities with groups of fellow students, writing and posting in a professional manner, as well as developing collegial professional relationships with fellow students and the class instructor. Students should be able to answer questions from the instructor and their peers about their work, sharing knowledge, and expanding critical thinking on the subject matter, offering substantive information during all course activities. ASSIGNMENTS & ACTIVITES IN THIS COURSE All assignments in the course should be completed using the most recent publication of the APA manual, especially with regards to writing academic papers. All assignments are to be submitted electronically in Word format. Detailed explanations for each of the following assignments will be provided in the Weekly Overviews found in the Assignments tab. Unless specified otherwise, assignments will be an individual effort. They will be typed with correct spelling, grammar, and punctuation; and will manifest university graduate level content and effort. General descriptions of the assignments and associated rubrics are provided below: Discussion: Discussion enhances learning as you share your ideas, perspectives, and experiences with the class. You develop and refine your thoughts through the writing process, plus broaden your classmates understanding of the course content. You promote a professional, substantive discussion. Use the following feedback to improve the quality of your discussion contributions. Discussion will take place in both Residential and Online formats of the course. In the Residential format, students are expected to fully engage in class discussions as outlined in the Rubric below. Instructor guided peer to peer discussion facilitates deeper learning and your development as a professional. Weekly Postings in Online Discussion Board: This is a discussion-oriented class and professionalism includes timely postings and personal participation in class process. In the Online Discussion, you will be two required original posts per week responding to assigned questions to deepen your learning. Students are expected to be thorough in their responses to these questions, using graduate-level writing, correct grammar, and APA format. Please refer to the rubric explaining how postings will be evaluated. Please

4 4 note there may be multiple questions housed within one posting assignment; and, all questions posed must be addressed. Discussion boards will have two discussion posts per week: your orginal posts will be due by 11:59 p.m. CT on the Wednesday of the week. Responses to other students posts (to both discussion boards) are due by 11:59 p.m. CT on the Sunday of the week. All discussion boards are worth 20 points (up to 10 points for the primary post and up to 10 points for peer responses). Discussion Grading Rubric #1 Primary post Criteria Unacceptable Needs Improvement Content (up to 6 points) No post or does not address the assignment (0 points) Addresses the assignment but response lacks detail and appropriate vocabulary or is incomplete (4 points) Competent Addresses the full assignment and uses appropriate detail and vocabulary (5 points) Excellent Addresses the full assignment and uses appropriate detail and vocabulary plus presents additional examples or resources (6 points) References (up to 2 points) Does not cite Appropriate references (if required) (including textbook) (0 points) Includes reference citation but incomplete (if required) (1 point) Includes complete reference information but APA format error (if required) (1.5 points) Includes complete reference information in proper APA format (if required) (2 points) Spelling, Grammar & word choice (up to 2 points) Many spelling and grammatical errors or lacks clarity in vocabulary Uses vocabulary from the text but inappropriately or several spelling or grammar errors (1 point) Uses vocabulary from the text appropriately, few spelling or grammar errors. (1.5 points) Uses vocabulary from the text appropriately, no grammar or spelling errors (2 points) Discussion Grading Rubric #2 Peer Replies Criteria Unacceptable Needs Improvement Competent Excellent

5 5 Peer reply #1 (up to 5 points each) No peer reply posted (0 points) Mostly Restates, compliments, or agrees with peers posts. Excessive grammar and spelling errors (3 points) Provides some additional insight to peers post but largely restates own primary post. Minimal grammar and spelling errors (4 points) Provides additional insight, example, resource, disagrees, or respectfully corrects an error. Corrects an error in peer s post. No grammar or spelling errors. (5 points) Please note: All discussions in this course are worth 20 points. You can earn up to 10 points for your primary post (grading rubric #1) and up to 10 points for your peer responses (grading rubric #2). All deadlines are clearly noted in each Discussion Board assignment. No posts outside the current week will be considered when computing your grade because the class discussion has ended. Assignments This class is designed to assist students in recognizing and challenging their own ideas related to addiction, utilizing their personal experiences, their biases, and research related to theories of addiction: causes, prevention, and treatment. Students will complete 4 papers to assess learning in these areas. AA Reaction paper Students will attend an Open Alcoholics Anonymous (AA) meeting and write a 4-5 page APA style paper addressing their personal reactions to the meeting (note the emphasis on personal ). CRITERIA Demonstrates knowledge of the disease concept and etiology of addiction and co-occurring disorders 39 points or less points points Fails to meet requirement (below 80%) Student attended an open AA meeting and may or may not have acted professionally while in attendance. Paper is written in an unclear fashion and weakly addresses the topics: reaction to the organization of the meeting, the culture demonstrated, the therapeutic factors present, and to the stories of the addicts present. Thoughtful personal reactions to the experience and discussion Adequately meets requirement (80-89%) Student attended an open AA meeting. Professional behavior may have been a problem while in attendance. Paper provided a somewhat clear reaction to the organization of the meeting, the culture demonstrated, the therapeutic factors present, and to the stories of the addicts present. Somewhat thoughtful personal reactions to the experience and some discussion of the impact on your beliefs about addiction and Excellent (90% or above) Student attended an open AA meeting and acted professionally while in attendance. Paper provides a clear reaction to the organization of the meeting, the culture demonstrated, the therapeutic factors present, and to the stories of the addicts present. Thoughtful personal reactions to the experience and discussion of the impact on your beliefs about addiction and recovery are presented.

6 6 of the impact on your beliefs about addiction and recovery are weak or lacking. recovery are presented Composition: Grammar, Writing, Format - APA Style (when sources used) Poorly written, illogical, rambling. Low level writing skills. APA Style or citations missing or mostly incorrect Adequate writing with 4-6 errors in grammar, format, composition or citations. Needs sharper focus and better composition. Effective writing for graduate level with accurate grammar, format and citations. No more than 3 errors. Research Summary Process Addiction (CACREP Standards II.G.3.g.; CMHC: C.4.; & D.8) To gain an in-depth understanding of the process of addiction students will conduct a research review. Students will select one of the process addictions in the text: gambling, sex, eating, work, or shopping and complete a review of the professional literature and write a summary. 39 points or less points points CRITERIA Demonstrates knowledge of the disease concept and etiology of addiction and co-occurring Applies theories and etiology of addictions and addictive behaviors, including strategies for prevention, intervention, and treatment. Composition: Grammar, Writing, Format - APA Style (when sources used) Use of references (at least 5 professional sources) Fails to meet requirement (below 80%) Research Summary provides a generally clear summary of the professional literature reviewed on selected topic. The literature selected provides minimal information about the process addiction and provides limited insight into treatment modalities. Poorly written, illogical, rambling. Low level writing skills. APA Style or citations missing or mostly incorrect References are not used or they are not from professional sources Adequately meets requirement (80-89%) Research Summary provides a generally clear summary of the professional literature reviewed on selected topic. The literature selected provides information about the process addiction and provides some insight into treatment modalities. Adequate writing with 4-6 errors in grammar, format, composition or citations. Needs sharper focus and better composition. References are professional sources, but used minimally. Excellent (90% or above) Research Summary provides a clear summary of the professional literature reviewed on selected topic. The literature selected elucidates the process addiction and provides insight into treatment modalities. Effective writing for graduate level with accurate grammar, format and citations. No more than 3 errors. References are professional sources, cited correctly and used to support the paper.

7 7 ASSESSMENT PLAN PROBE Comparing Models of Etiology (CACREP Standards CMHC: C.4, K.3). PLEASE NOTE: Because this is an assessment probe, you must score 80% or better (at least 240 points out of 300) on the paper in order to pass the course. If you do not score at least 80%, you will be given one opportunity to revise your paper. If you still do not score 80% on the paper, you will fail the course and will need to retake it. You cannot pass the course unless you earn a minimum of 80% on the probe. Students will develop a paper comparing the AA model of addiction to another model of addiction etiology using professional sources. The paper should include a detailed description of each model and a comparison of the models (how they are the same, different, strengths, weaknesses, etc). The paper should specifically explore how both models address co-occurring Professional sources are required as support. This paper should be around 6-8 pages in length, APA style with at least 5 references. RUBRIC (50 points) CRITERIA Demonstrates knowledge of the disease concept and etiology of addiction and co-occurring Evaluates the impact of co-occurring substance use disorders on medical and psychological Composition: Grammar, Writing, Format - APA Style (when sources used) Use of references 39 points or less points points Fails to meet requirement (below 80%) In accurate or incomplete description of one or both models. Describes the models without comparing similarities/differences. Does not address cooccurring Poorly written, illogical, rambling. Low level writing skills. APA Style or citations missing or mostly incorrect References are not used or they are not from professional sources Adequately meets requirement (80-89%) Both models are accurately reviewed, but could provide more detail.compares the main differences between models, but does not go into detail. Minimal coverage of how each model addresses cooccurring Adequate writing with 4-6 errors in grammar, format, composition or citations. Needs sharper focus and better composition. References are professional sources, but used minimally. Excellent (90% or above) Paper suggest a very thorough and wellorganized description of both models. Provides a detailed comparison of the models. Clearly and thoroughly evaluates how each model addresses co-occurring Effective writing for graduate level with accurate grammar, format and citations. No more than 3 errors. References are professional sources, cited correctly and used to support the paper. This PROBE is assessed differently than other assignments in this course as it is part of our CACREP Program Assessment Plan.

8 8 ASSESSMENT PLAN PROBE Assessment & Treatment Planning Case Assignment (CACREP Standards CHMC A.6, G.4, D.8, H.4) PLEASE NOTE: Because this is an assessment probe, you must score 80% or better (at least 240 points out of 300) on the paper in order to pass the course. If you do not score at least 80%, you will be given one opportunity to revise your paper. If you still do not score 80% on the paper, you will fail the course and will need to retake it. You cannot pass the course unless you earn a minimum of 80% on the probe. Students will develop an assessment plan and identify appropriate treatment strategies related to a specific case. Based upon a case provided by the instructor, students will recommend appropriate screening and assessment tools. Within the paper the student will identify the tools and provide a rationale for using the tools for this case. RUBRIC (50 points) CRITERIA Recognizes the potential for substance use disorders to mimic and coexist with a variety of medical and psychological Provides appropriate counseling strategies when working with clients with addiction and co-occurring Identifies standard screening and assessment instruments for substance use disorders and process addictions. Applies the assessment of a client's stage of dependence, change, or recovery to determine the appropriate treatment modality and placement criteria within the continuum of care. 39 points or less points points Fails to meet requirement (below 80%) Neither plan for assessment nor treatment plan takes into account co-occurring Treatment strategies are not appropriate and do not address the needs of the case The tools selected do not meet professional standards for substance use screening & assessment. Student does not demonstrate an understanding of the continuum of care or standard assessment tools. Adequately meets requirement (80-89%) Either the plan for assessment or the treatment plan considers some aspects of other related disorders, but does not adequately cover these issues Treatment strategies are appropriate for working with clients with addiction, but does not fully address the needs of the case Some appropriate tools are identified, but lacks explanation. Assessment tools are appropriate, but the student missed minor aspects of the client s stage within the continuum of care. Excellent (90% or above) Plan for assessment takes into consideration other disorders which may mimic or co-exist. Treatment strategies address co-occurring Treatment strategies are appropriate and clearly connected to the needs identified in the case Plan for assessment is thorough and incorporates standard tools for substance use assessment. Assessment tools and treatment strategies are clearly linked to the specific factors of the case within the continuum of care. Composition: Poorly written, illogical, Adequate writing with 4-6 Effective writing for

9 9 Grammar, Writing, Format - APA Style (when sources used) rambling. Low level writing skills. APA Style or citations missing or mostly incorrect errors in grammar, format, composition or citations. Needs sharper focus and better composition. graduate level with accurate grammar, format and citations. No more than 3 errors. This PROBE is assessed differently than other assignments in this course as it is part of our CACREP Program Assessment Plan. POLICIES: Final course grades will be computed as a total percentage of points earned; as follows: A % C % D % A % C 73-75% F 59% and below B % C % B 83-85% D % B % D 63-65% REMINDER: If you do not earn a minimum of 80% on the assessment probe (Evidencebased Practice Paper) you will be given one opportunity to revise the probe. If you still fail to meet the 80% required grade, you will fail the course and need to retake it. Please note per Bellevue University policy, students must earn a letter grade of C or above to pass a graduate course without being required to retake the class. Earning a letter grade of C- or below necessitates retaking the course, which is at the student s expense. Additionally, regardless of grades in individual courses, students are required to maintain an overall cumulative GPA of 3.0. If a student falls below this threshold they will be placed on academic probation, and may subsequently be dismissed from the program. Assignment Grading and Feedback Normally feedback on assignments will be provided within one week of the due date for all assignments submitted on time. This means, for instance, that grading for week one will typically be complete by the end of week 2. If you have any questions about feedback, please reach out to your instructor. Late Work Policy: Because of the nature of an online learning environment, no late discussion board posts or exams will be accepted. Other late assignments will receive a penalty deduction of 10%. Assignments more than two weeks late will not be accepted. At the instructor s discretion, exceptions can be made to this policy; however, exceptions would typically constitute documented illnesses or emergencies. Having heavy workloads, both with school and work commitments, family functions, and vacations are examples of non-approved exceptions. Students who foresee issues with their schedules and plans should be proactive and plan to accommodate for these issues by

10 10 completing assignments prior to the due date or working with the instructor for alternative arrangements. MSCC Academic Honesty Policy: The Master of Science in Clinical Counseling of Bellevue University Academic Honesty Policy is in addition to the overall University Policy. Any time students commit academic dishonesty they show little concern for their own personal sense of integrity, and they infringe on the rights of all other members of the academic community. The following definitions and examples are forms of academic integrity violations: Cheating. No student shall use or attempt to use materials, notes, or information from another student for normal course work that is intended to be done on an individual basis, either in class or out of class. Examples include, but are not limited to: (1) copying from another person s research, paper, test or quiz, (2) using testing aids during a test where no permission has been given by the Instructor, (3) copying another s work, (4) collaborating on any written work, without specific permission by the Instructor, or (5) allowing another person to do your work, (6) taking an exam for another student or (7) allowing another person to take an exam for you. Multiple Submissions. No students shall submit a paper (in part or in whole) or any other assignment (in part or in whole) which was submitted for academic credit for any other course. Plagiarism. No student shall present the work of another person as their own without the specific citation of the original author. Examples include, but are not limited to: (1) the use of another s complete sentences or key words without quotation marks and accurate citations, (2) graphs and charts, or (3) ideas and information provided by another. Computer programs, files, and web pages must also be utilized only with the inclusion of a citation referencing or indicating the original source of the file and/or program. Consequences of Academic Dishonesty. The first violation of the academic policy will result in a score of zero for the assignment, paper, exam, etc. The incident (including supporting documentation) will be reported to the Program Director who will keep the record of the incident on file until the student graduates from the program. The program director will forward the information about the violation to the office of Student Affairs. If a second violation of the academic honesty policy occurs, the student will receive a failing grade in the course in which the violation occurred. The incident (with supporting documentation) will again be reported to the Program Director who will keep the record of the incident on file until the student graduates from the program. This incident will be reported to the office of Student Affairs. If a third incident occurs, the student will be removed from MSCC program with no opportunity to return to the program. The student may appeal decisions regarding Academic Dishonesty as per the university policy. Need to Change Assignments and Requirements: While not typical, the instructor reserves the right to make any necessary changes to the course as needed, which may include but is not limited to, readings, point values, assignments, grading criteria, due dates, exams, and corrections to unforeseen errors in any aspect of the course. The

11 11 instructor will provide students with notifications of any changes, and will provide students an opportunity to adjust to these changes in a timely and reasonable manner determined by the instructor. TENTATIVE SCHEDULE-10 WEEK Week Topics Readings & Activities Week 1 Introductions Your relationship to Addiction History and Models Read Ch. 1 Text Notes/Readings provided PBS video Week 2 Week 3 Week 4 Mindfulness; Professional Issues; Neurobiology of addiction Etiology: Twelve Step Programs Etiology continued: Analytic, Behavioral, Cognitive & Systems Theories Read Ch. 2 & 4 Text Notes/readings provided Mindfulness video; Film: Neurobiology of Addiction Text Ch. 12 Attend AA meeting/reaction Paper due Read Ch. 14 Text Readings as assigned and posted Film: When a man loves a woman Week 5 Prevention Comparing Models of Etiology Paper Due Read text Chapter 16 Week 6 Assessment & Diagnosis of Addictions Read Ch. 5 & 6 Text Readings as assigned; Assessment cases (Troy & Annette); Week 7 Treatment & Mindfulness Read Ch. 7 & 8 Video: MI; MI slide show Week 8 Treatment Co-occuring Disorders & Group Tx Week 9 Week 10 Psychopharmacology & Relapse Prevention Process Addictions Co-occurring Cases Co-occurring disorders Read Ch. 9, 10 Text Assessment & Treatment Planning Case Due Read Ch. 11 & 13 Text & Prevention Reading Relapse video Read Ch. 3 Text Research Summary DUE: Research Process Addiction

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