Course Title: Individual, Group and Family Counseling With Addictive Disorders
Instructor: Dr. Norwil (Noy) Frial, NCC, LCPC, CADC
Pre-Requisites: PSYCH 250 and PSYCH 255
Co-Requisites: PSYCH 260
Class Schedule: St. Augustine College, MainCampus
Tuesday Nights 6:30PM – 9:45PM
COURSE DESCRIPTION AND OBJECTIVES:
This course provides students with a comprehensive view of individual, group and family counseling and treatment techniques as well as specific approaches for substance abusing and dependent clients. Counseling methods are presented that are sensitive to individuals with various addictive and abuse behaviors and characteristics, and to the influence of significant others, as well as the client’s cultural and social context. This course emphasizes an understanding of, appreciation of, and ability to appropriately use the contributions of various addiction counseling models as they apply to modalities of care for individuals, groups, families, couples, and significant others.
Students will be able to establish and demonstrate proficiency in the following abilities:
Analysis Knowledge
1. Approaches to counseling that has demonstrated effectiveness with substance abuse disorders based on counseling theory, treatment and practice literature as it applies to addictive use disorders including motivational, social and family systems theory.
2. Definitions of warmth, respect, genuineness, concreteness, and empathy, the role of the counselor including therapeutic use of power and authority, transference, counter-transference, and projective identification.
3. How the client and client’s family, significant others, mutual-help support groups, and other systems can enhance and maintain treatment progress, relapse prevention, and continuing care.
4. Research concerning the effectiveness of varying models and strategies for individual and group counseling with the addicted and abusive populations.
5. Familiarity with and appropriate use models of diagnosis and intervention for families, couples and significant others.
Communication Skills
1. Active listening, including paraphrasing, reflecting, and summarization conveying warmth, respect, and genuineness in a culturally appropriate manner and demonstrating empathic understanding.
2. Using behavioral and cognitive methods that reinforce positive client behaviors, recognizing and addressing ambivalence and resistance including presenting inconsistencies between client behaviors and goals and motivational techniques.
3. Designing and implementing strategies to meet the need of specific groups based on addiction and mental health research and practice.
4. Applying group counseling methods leading to measurable progress toward group and individual goals and outcomes.
5. Identifying systemic interactions that are likely to affect recovery including recognizing the roles of significant others within the client’s social system.
Valuing Attitudes
1. Respect for the client, the client’s frame of reference, and individual differences in the treatment and recovery process.
2. To maintain professional objectivity, therapeutic optimism, patience and perseverance during periods of treatment difficulty.
3. Appreciation for the need of significant others to be involved in the client’s treatment plan, within the bounds of confidentiality.
4. Accepting relapse as an opportunity for learning and/or skills acquisition.
5. A non-judgmental, respectful acceptance of cultural, behavioral, and values differences and awareness of ones personal issues that may interfere with the counseling experience.
6. Openness and flexibility in the choice of counseling strategies that meet needs of the groups and the individuals within the group and the appreciation for the diversity found in families, couples and significant others.
REQUIRED TEXTS AND READINGS
Lawson, G., Lawson, A., and Rivers, P. (2001). Essentials of Chemical Dependency Counseling (3rd Edition). Maryland: Aspen Publishers, Inc.
Reserved List:
Brown, S. (Eds). (1995). Treating Alcoholism. San Francisco: Josey-Bass (BOOK)
DiGiuseppe, R., Ellis, A., McInerney, J.F., and Yeager, R.J., (1988). Rational-Emotive Therapy with Alcoholics and Substance Abusers. New York: Pergamon Press
Dryden, W. and Hill, L. (1993). Innovations in Rational-Emotive Therapy. California: Sage Publications (BOOK)
Glasser, W. (2000). Reality Therapy In Action. New York, NY: Harper Collins Publishers, Inc. Chapter 2: Reality Therapy in Action is Supported by Choice Theory, Chapter 14: Roger and Chapter 16: Roger & Tia
D’Augelli, A., D’Augellia, J.F., and Danish, S. (1981). Helping Others. California: Brooks/Cole Publishing. Chapter 1: A Conception of Helping and Chapter 2: You Are What You Do: Non-Verbal Behaviors in Helping (SECTIONS)
Recommended Readings:
Atkins, D.R., Morten, G. and Sue, D.W. (1998). Counseling American Minorities (5th Edition). California: McGraw-Hill
Berg, I.K., and Miller, S.D. (1992). Working with the Problem Drinker, a Solution Focused Approach. New York: W.W. Norton & Company
Corey, G. (1995). Theory and Practice of Group Counseling. (4th Edition). Pacific Grove, CA: Brooks/Cole
Ellis, A. (1990). How to Stubbornly Refuse to Make Yourself Miserable About Anything, Yes Anything. New York: Carol Publishing
Freeman, E.M. (1993). Substance Abuse Treatment, a Family Systems Perspective. California: Sage Publications
Gorski, T. (1989). Passages Through Recovery: An Action Plan for Preventing Relapse. Minneapolis: Hazelden Foundation
Jampolsky, L. (1991). Healing the Addictive Mind. California: Celestial Arts
Johnson, S.L. (1997). Therapist’s Guide to Clinical Intervention: The 123s of Treatment Planning. San Diego, CA: Academic Press
Ludwig, A.M. (1998). Understanding the Alcoholic’s Mind, the Nature of Craving and How to Control It. New York: Oxford Press
Miller, W., Rollnick, S. (1991). Motivational Interviewing: Preparing People to Change Addictive Behavior. New York: Guilford Press
Perkinson, R.R., and Jongsma, A.E. (1998). The Chemical Dependence Treatment Planner. New York: John Wiley and Sons, Inc.
Treadway, D.C. (1989). Before It’s Too Late: Working with Substance Abuse in the Family. New York: W.W. Norton & Company
White, W. (1998). Slaying the Dragon: The History of Addiction Treatment and Recovery in America. Bloomington, Illinois: Chestnut Health. Systems / Lighthouse Institute
REGARDING ACADEMIC DISHONESTY:
St. Augustine College strives to foster a spirit of honesty and integrity. Any work submitted by a student must represent original work produced by that student. Using somebody else’s work without citing them as the author is an unacceptable practice and referred to as “Plagiarism”. Plagiarism, for this course, is defined as using more than five words in a row from a source and not referencing that source. This includes copying papers from the internet, using somebody else’s papers, or using test from articles without clearly identifying where the information came from. Plagiarism is strictly forbidden in higher education and any student found to have plagiarized will receive an automatic “0” for that assignment. Two incidents of plagiarizing will result in failing the course
REQUIREMENTS AND EXPECTATIONS:
AODA Presentation:
The class will be separated into small groups of 2-3 members. Each team will be assigned a drug classification. The team will research the drug and present a 10-15 minute educational seminar on the drug during class #3. Students should have informational handouts on the drugs to be shared with the class. Presentations include reasons for use, how the drug is classified, models of administration, reactions, detoxification issues, and problems with continued use.
The AODA Presentation is worth 10 points.
Quiz 1 and 2:
Questions for quiz 1 and 2 will be five short answer / essays on topics covered in lecture and assigned readings up to the date of the quiz. There will be a quick review prior to each quiz.
Each Quiz is worth 10 points for a total of 20 points.
Student Participation:
Points will be awarded on the contribution of thoughts and ideas about the topics presented in class, participation in the class message board, active participation in class role-plays, and preparation for each class. Attendance is mandatory for this class, therefore, points will be deducted if sessions are missed and without valid rationale.
Student Participation is worth 10 points
Mid-Term:
The Midterm Exam will be 20 multiple choice questions on topics covered in lecture and assigned readings from the first half of the semester. The midterm will be taken in class. If you miss the exam, points will be deducted from your total score. There will be a quick review prior to the midterm exam.
The Midterm Exam is worth 15 points.
Final Exam:
The Final Exam will be made up of essay questions on topics covered in lecture and assigned readings from the second half of the semester. The exam questions will be handed out prior to the date of the exam to encourage students to study early, work cooperatively with each other through discussion groups and participation on the message board. The final will be taken in class. If you miss the exam, points will be deducted from your total score.
The Final Exam is worth 20 points.
Final Project:
The final project is a 20-30 minute audiocassette or videocassette tape AND transcript analysis of the student conducting an individual or group session. “Clients” for the session CANNOT be real clients or family members or individuals presenting real-life issues. “Clients” will only be pretending / acting to assist in the learning process.
Again, “clients” for the session CANNOT be real clients or family members or individuals presenting real-life issues. “Clients” will only be pretending / acting to assist in the learning process.
The transcript analysis is a written document in which you outline what you did when you did your session and why. The transcript analysis needs to be self critical. An example of a transcript is on reserve in the library as well as on the class website. The elements of client centered therapy need to be observed in the tape and transcript. If using an audiocassette, the transcript typically needs to be longer because all nonverbal behaviors need to be identified.
The Transcript Analysis will be worth 50% of the project.
The Final Project will be worth a total of 20 points.
Response to Questions / Homework Assignments:
Students are required to submit at the beginning of each identified class a written response to each of the specific questions. Each answer should be no shorter than 8-10 sentences. Late responses will not be accepted.
Response to Questions will be worth 5 points
Extra Credit:
Papers addressing one of the recommended books on substance abuse counseling/therapy approaches. The paper should identify the book reviewed, the main topic of therapy with the addictive population and your opinion on the particular approach. Papers should be 4-6 pages, typed and double spaced. If you would like to write about a book not on the list, please get approval first.
Extra Credit will be worth 5 points.
CONTENT SEQUENCE:
Week 1: Course Orientation
Review: Basic Pharmacology, Confidentiality, and Terminology Possibilities
Group Assignments for AODA Presentation
Homework: Read Essentials of Chemical Dependency Counseling (CDC) Chapter 1 and answer question #1 on page 22 AND answer the question posted on the message board
Week 2: Introductions to the Helping Profession
Theoretical explanations: Disease Concept and Learned Behavior
Presentation Exercise
Homework: Read Instructions for Beginning to Practice Client-Centered
Therapy
http://signs.portents.com/~matt/cct.beginning.practise.html
Week 3: Pharmacology Presentations
Education Group Overview: DUI Remedial Education
Homework: Read “You Are What You Do: Non-Verbal Behavior in Helping” – reserved in the library
Week 4: Introduction to Individual Therapy
Attending Behavior: Introduction to Rogerian Therapy
Attending Exercise
Video: “The Essence of Client Centered Therapy” – Carl Rogers
Homework: Read “A Conception of Helping” – reserved in the library
Week 5: * * QUIZ 1 * *
Individual Therapy, Open and Closed Questions, Rogerian Group
Open and Closed Questions Exercise
Video: Client Centered
Homework: Read CDC Chapter 3, pages 84-101
Week 6: Individual Therapy, Client Observations and Encouraging, Paraphrasing and Summarizing
Encouraging, Paraphrasing and Summarizing Exercise
Homework: In CDC, answer questions #4 and #5 on page 108
Week 7: Individual Therapy, Research on Therapy Effectiveness, Reflection of Feelings
Reflection of Feelings Exercise
Homework: Study for the Midterm Exam
Week 8: MIDTERM EXAM
Overview of Therapy Approaches: Eclectic versus Electric
Video: “Approaches to Therapy”
Homework: Read CDC Chapter 5, pages 174-213 and answer questions #1 and #3 on page 214
Week 9: Motivational Enhancement Therapy
Introduction to Group Therapy and Stages of Group
Video: “Therapy Choices”
Homework: Read CDC Chapter 10, pages 369-385 and “Reality Therapy in Action” - book reserve in the library – Chapters #2, #14 and #16
Week 10: Group Therapy
Behavior Therapies: Behavioral and Reality Therapy
Video: “B.F. Skinner and Behavior Change”
Homework: Read CDC Chapter 9, pages 352-367 and answer question #3, plus read Innovations in Rational Emotive Therapy – book reserved in the library – Chapter #1 only
Week 11: Group Therapy
Cognitive Behavior Therapies: Rational Emotive
Group Therapy Exercise
Homework: Read Innovations in Rational Emotive Therapy – book reserved in the library – Chapter #11 only
Week 12: * * QUIZ 2 * *
Group Therapy, Rational Emotive Therapy
Group Therapy Exercise
Homework: Read CDC Chapter 8, pages 311-349 and answer question #7, plus read “Treating Alcoholism” – book reserved in the library – Chapter 1 only
Week 13: 12-Step Facilitation Therapy
12-Step Group Discussion Exercise
Homework: Read CDC Chapter 6, pages 215-269
* * FINAL PROJECTS DUE * *
Week 14: Introduction to Relapse Prevention, Family Systems Therapy
Family Group Exercise
Homework: Read CDC Chapter 12, pages 446-478
* * EXTRA CREDIT DUE * *
Week 15: Crisis Intervention, Termination Issues in Therapy and Dependency
Termination Exercise
Homework: Study Final Exam questions, discuss questions with others
Week 16: FINAL EXAM and EXIT INTERVIEWS
