Department of Addictions and Rehabilitation Studies Course Syllabi

169 Pages·2016·2.14 MB·English

Department of Addictions
and Rehabilitation Studies
Course Syllabi
MS, Clinical Counseling Program

(formerly Substance Abuse & Clinical Counseling)
Table of Contents
Page
I. ADRE 6010 Introduction to Clinical, Addictions, and Rehabilitation Counseling ...................... 3
II. ADRE 6050 Ethical and Legal Aspects of Clinical, Addictions, and Rehabilitation
Counseling ………………………………………………………………………………………13
III. ADRE 6250 Diagnosis and Treatment of Emotional and Mental Disorders .......................... 20
IV. ADRE 6300 Clinical, Addictions, and Rehabilitation Counseling Theories .......................... 28
V. ADRE 6310 Prepracticum in Clinical, Addictions, and Rehabilitation Counseling ............... 36
VI. ADRE 6320 Family Treatment in Substance Abuse Rehabilitation ...................................... 46
VII. ADRE 6330 Clinical and Addictions Counseling ................................................................. 53
VIII.ADRE 6340 Human Growth and Development in Clinical, Addictions, and
Rehabilitation Counseling………………………………………………………………………..66
IX. ADRE 6350 Clinical, Additions, and Rehabilitation Group Counseling …………………...74
X. ADRE 6351 Personal Growth Group Lab …………………………………………………..82
XI. ADRE 6360/6361 Practicum in Clinical, Addictions, and Rehabilitation Counseling .......... 84
XIV. ADRE 6370 Multicultural Counseling in Clinical, Addictions, and Rehabilitation
Counseling ……………………………………………………………………………….102
XV. ADRE 6380 Career Counseling in Clinical. Addictions, and Rehabilitation Counseling…112
XVI. ADRE 6401 Assessment in Clinical, Addictions, and Rehabilitation Counseling ……….121
XVII. ADRE 6550 Research in Addictions and Clinical Counseling ......................................... 132
XVI. ADRE 6703 Foundations of Addictions and Clinical Counseling ..................................... 142
XVII. ADRE 6793 Treatment in Addictions and Clinical Counseling ....................................... 149
XVIII. ADRE 6991 Internship in Clinical, Addictions, and Rehabilitation Counseling ............ 157
Return to Table of Contents 3
East Carolina University
College of Allied Health Sciences
Department of Addictions and Rehabilitation Studies
Clinical Counseling Program (formally Substance Abuse and Clinical Counseling)
Rehabilitation and Career Counseling Program
ADRE 6010 - Introduction to Clinical, Addictions, and Rehabilitation Counseling – 3 hrs
Fall/Summer
Instructor: Susan Sherman PhD., LPC, CRC, CPM
E-mail Address: [email protected]
Office Hours: Monday, Tuesday & Wednesday 9:30 AM-11:30 AM
Class Day & Hours: Monday & Wednesday 1:00-5:00 PM
Class Location: Room 1305 Health Sciences Building
Reasonable Accommodations:
East Carolina University seeks to comply fully with the Americans with Disabilities Act (ADA).
Students requesting accommodations based on a disability must be registered with the Department for
Disability Support Services located in Slay 138 [phone] (Voice/TTY).
ECU emergency weather information:
Severe weather: http://www.ecu.edu/alert/
Emergency information hotline: [phone]
Continuity of Instruction:
In the event that face-to-face classes are suspended due to a pandemic or other catastrophe I will strive
to continue instruction to those that are able to participate. If and when face-to-face classes are
suspended, you will receive an email from me and a Blackboard Announcement that detail how we will
communicate, where you can locate course information and what you can expect during this time
period. I realize that some of you may be affected by the event and not able to participate, however I will
continue to provide instruction to those that are able to continue.
Required Texts:
Maki, D.R. & Tarvydas, V.M. (2012). The professional practice of rehabilitation counseling. New
York: Springer Publishing. (RCC)
Bradley T. Erford, (2014). Orientation to the counseling profession: advocacy, ethics, and essential
professional foundations. New York: Pearson.
Tools Required:
Fish scale or force meter and flexible steel tape measure for accessibility survey assignment.
Catalog Description/Prerequisites:
History and philosophy of the counseling profession, including credentialing, ethical standards and
counselor role and function in clinical, substance abuse, and rehabilitation settings.
Purpose of the Course:
This course provides an overview of the counseling profession, including credentialing, ethical standards
and counselor role and function in clinical mental health, addiction, and rehabilitation counseling
settings. This course is needed to meet the Council for Accreditation of Counseling and Related
Educational (CACREP) standards.
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Professionalism, Student Conduct and Academic Integrity:
Students enrolled in the Clinical Counseling (formerly Substance Abuse & Clinical Counseling) and
Rehabilitation & Career Counseling programs at East Carolina University must abide by of the American
Counseling Association (ACA) Code of Ethics (http://www.counseling.org/), the American Mental Health
Counselors Association (AMHA) Code of Ethics
(https://www.amhca.org/assets/news/AMHCA_Code_of_Ethics_2010_w_pagination_cxd_51110.pdf),
and the Commission on Rehabilitation Counselor Certification (CRCC) Code of Ethics
(http://www.crccertification.com/pages/crc_ccrc_code_of_ethics/10.php) respectively.
Additionally, students who would like to report any behavioral concerns within their campus
environment are welcome to make a report through the ECU Cares webpage www.ecu.edu/cs-
studentlife/dos/onlinereporting.cfm or may call 252-737-5555.
Furthermore, academic integrity is expected of every East Carolina University Student. Academic honor
is the responsibility of the students and faculty of East Carolina University. Academic Integrity
Violations include: (a) Cheating – Unauthorized aid or assistance or giving or receiving of unfair
advantage on any form of academic work; (b) Plagiarism - Copying the language, structure, ideas,
and/or thoughts of another and adopting same as one’s own original work; (c) Falsification - Statement
of any untruth, either spoken or written, regarding any circumstances relative to academic work; and (d)
Attempts - Attempting any act that if completed would constitute an academic integrity violation. For
more information concerning academic integrity please see the ECU Graduate Student Manual
http://www.ecu.edu/cs-acad/acadprograms/catalogs.cfm.
Course Plan/Structure:
This course will be taught through lectures, discussions, guest speakers, and assigned readings. The
summer section of ADRE 6010 is a compressed course covering all material taught in the fall course
offering. Due to the shortened summer schedule each week covers a great deal of material and requires
a great amount of reading. It is important to keep up with the reading and assignments each week.
Assigned readings and assignments are expected to be completed and/or read before the beginning of the
class for which they are assigned.
Course Objectives:
(CACREP [2009] and CORE [2014] Standards noted)
For each student to know/understand/apply/demonstrate/conceptualize:
Professional Identity Standards (CACREP 2009) Means of Assessment
G.1.a. history and philosophy of the counseling profession Interview CMHC Professional (e.g.
LPC).
G.1.b. professional roles, functions, and relationships with
other human service providers, including strategies for Interview CMHC Professional (e.g.
interagency/ inter-organization collaboration and LPC)
communications
G.1.c. counselors’ roles and responsibilities as members of an Interview CMHC Professional (e.g.
interdisciplinary emergency management response team during a LPC)
local, regional, or national crisis, disaster or other trauma-
causing event
G.1.d. self-care strategies appropriate to the counselor role Interview CMHC Professional (e.g.
LPC)
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G.1.f. professional organizations, including membership ACA discussion and reflection
benefits, activities, services to members, and current issues paper.
G.1.g. professional credentialing, including certification, Electronic/interactive community
licensure, and accreditation practices and standards, and the resource manual coinciding with
effects of public policy on these issues special pops (e.g., crisis, disasters,
mental health response)
presentation.
G.1.j. ethical standards of professional organizations and ACA discussion and reflection
credentialing bodies, and applications of ethical and legal paper.
considerations in professional counseling
G.5.f. a general framework for understanding and practicing Interview CMHC Professional (e.g.
consultation LPC).
Clinical Mental Health Standards (CACREP 2009) Means of Assessment
A1. Understands the history, philosophy, and trends in clinical Interview CMHC Professional (e.g.
mental health counseling LPC).
A3. Understands the roles and functions of clinical mental health Interview CMHC Professional (e.g.
counselors in various practice settings and the importance of LPC
relationships between counselors and other professionals,
including interdisciplinary treatment teams
A4. Knows the professional organizations, preparation standards, ACA discussion and reflection
and credentials relevant to the practice of clinical mental health paper.
counseling
A7. Is aware of professional issues that affect clinical mental Interview CMHC Professional (e.g.
health counselors (e.g., core provider status, expert witness LPC
status, access to and practice privileges within managed care
systems)
A8. Understands the management of mental health services and Interview CMHC Professional (e.g.
programs, including areas such as administration, finance, and LPC
accountability
A9. Understands the impact of crises, disasters, and other Electronic/interactive community
trauma-causing events on people resource manual coinciding with
special pops (e.g., crisis, disasters,
mental health response)
presentation.
A10. Understands the operation of an emergency management Electronic/interactive community
system within clinical mental health agencies and in the resource manual coinciding with
community special pops (e.g., emergency
management system within clinical
mental health) presentation.
C9. Understands professional issues relevant to the practice of Interview CMHC Professional (e.g.
clinical mental health counseling LPC).
D4. Applies effective strategies to promote client understanding Electronic/interactive community
of and access to a variety of community resources resource manual coinciding with
special pops presentation.
E6. Knows public policies on the local, state, and national levels ADRE 6010 Exam questions
that affect the quality and accessibility of mental health services
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F1. Maintains information regarding community resources to Electronic/interactive community
make appropriate referrals resource manual coinciding with
special pops presentation.
Course Objectives: CORE As demonstrated by the ability Means of Assessment
2014 Standards to:
General Curriculum
Requirements- Knowledge
Domain:
C.1 Professional Identity and As demonstrated by the ability to: ADRE 6010 Exam questions
Ethical Behavior
C.1.1 Rehabilitation counseling C.1.1.a. Explain professional roles, Interview with a counseling
scope of practice purposes, and relationships of professional (e.g. LPC, CRC)
other human service and
counseling/psychological
providers.
C.1.1 Rehabilitation counseling C.1.1.b. Articulate the principles of ADRE 6010 Exam questions
scope of practice independence, inclusion, choice
and self-determination,
empowerment, access, and respect
for individual differences.
C.1.2 History, systems, and C.1.2.a. Integrate into one’s ADRE 6010 Exam questions
philosophy of rehabilitation practice, the history and
philosophy of rehabilitation, as
well as the laws affecting
individuals with disabilities.
C.1.2 History, systems, and C.1.2.b. Describe, in general, the ADRE 6010 Exam questions
philosophy of rehabilitation organizational structure of the
rehabilitation, education, and
healthcare systems, including
public, private-for-profit, and not-
for-profit service settings.
C.1.2 History, systems, and C.1.2.c. Explain the role and ADRE 6010 Exam questions
philosophy of rehabilitation values of independent living
philosophy for individuals with a
disability.
C.1.3 Legislation related to C.1.3.a. Apply the principles of ADRE 6010 Exam questions
people with disabilities disability-related legislation,
including the rights of people with
disabilities, to the practice of
rehabilitation counseling.
C.1.5 Professional C.1.5.a. Explain differences Interview with a counseling
credentialing, certification, between certification, licensure, professional (e.g. LPC, CRC)
licensure and accreditation and accreditation.
C.1.6 Informed consumer C.1.6.a. Integrate into practice an ADRE 6010 Exam questions
choice and consumer awareness of societal issues,
empowerment trends, public policies, and
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developments, as they relate to
rehabilitation.
C.1.6 Informed consumer C.1.6.b. Articulate the value of ADRE 6010 Exam questions
choice and consumer consumer empowerment, choice,
empowerment and personal responsibility in the
rehabilitation process.
C.1.8 Advocacy C.1.8.a. Educate the public and ADA Accessibility Survey
individuals with a disability
regarding the role of advocacy and
rights of people with disabilities
under federal and state law.
C.10 Rehabilitation Services, As demonstrated by the ability Means of Assessment
Case Management, and to:
Related Services
C.10.1 Vocational C.10.1.a. Describe the systems ADRE 6010 Exam questions
rehabilitation used to provide vocational
rehabilitation services to people
with disabilities including the
state/federal vocational
rehabilitation program in the
United States, private
rehabilitation, and community-
based rehabilitation programs.
C.10.2 Case and caseload C.10.2.a. Evaluate the need for and Interview with a counseling
management utilize case and caseload professional (e.g. LPC, CRC)
management services.
C.10.2 Case and caseload C.10.2.c. Identify rehabilitation ADRE 6010 Exam questions
management case management strategies that
are evidence-based.
C.10.3 Independent living C.10.3.a. Identify and plan for the ADRE 6010 Exam questions
provision of independent living
service alternatives with
individuals with a disability.
C.10.7 Substance abuse C.10.7.a. Describe different ADRE 6010 Exam questions
treatment and rehabilitation recovery models that apply to
substance abuse treatment and
rehabilitation.
C.10.10 Community Resources C.10.10.a. Work with community Electronic/interactive community
agencies to advocate for the resource manual coinciding with
integration and inclusion of special pops presentation
individuals with disabilities within
the community.
C.10.10 Community Resources C.10.10.b. Identify the benefits of Electronic/interactive community
rehabilitation services to potential resource manual coinciding with
individuals with a disability, special pops presentation
employers, and the general public.
Course Requirements: 8
A mid-term and final exam will be given based on the material covered in the required readings, Bb
site handouts, in-class lectures, discussions, and videotape presentations. Make-up exams will not be
given other than in cases of documented illness or significant life-emergencies.
ACA Reflection (15 pts)
Each student will be required to visit the American Counselor Association website
(http://www.counseling.org/) You will select 5 items within this that you found to be surprising or
interesting and explain why each item was interesting to you. Additionally, you need to choose a
division of ACA that you would consider joining and explain why this section is interesting to you. You
should conclude this assignment by stating some of the benefits of joining a professional organization.
ADA Accessibility Survey (15 pts)
Students will divide into ADA Survey Teams of no more than 1-4 students and complete the ADA
Checklist for Readily Achievable Barrier Removal. The ADA Checklist (in PDF format) can be
downloaded under “Assignments” on Bb and completed by hand. Survey Teams will select one
building, organization, or place of business to complete the ADA Survey. Students should not use newer
structures (campus buildings), organizations, or businesses, as they likely closely resemble
“compliance” with ADA standards. Each individual or team member must include with their survey
instrument a one page summary of the experience and lessons learned. Please be sure to submit all
names of team members on the survey instrument. For this assignment you will need an inexpensive
fish scale or force meter and flexible steel tape measure.
Interview with a Counseling Professional (25 pts) Must include Portfolio Reflection
Interview an individual who works in the field of counseling (LPC, LCAS, CRC). Students must follow
assignment guidelines on the Activity Reporting forms as found under “Assignments” in Bb.
Community Resource Project (10 pts)
Students will develop an electronic/interactive community resource manual coinciding with the
information gained from the interview with a professional counselor.
Mid-Term and Final Examinations (50 pts each)
DARS Student Survey of Instruction (5 pts)
Students will complete the DARS Student Survey of Instruction. Completion of the survey will be worth
5 points. One week prior to reading day, students will receive an email from ECU’s on-line system
containing a link to complete the survey for this course. Please note that you will receive a separate
email from ECU for each course you are taking in DARS. The instructions will include notification of
the opening and closing dates for the survey. Please note that the DARS Student Survey of Instruction is
different from ECU’s “Student Perception of Teaching Survey (SPOTS).” Finally, please note your
responses on the survey are confidential; I will only be informed of which students did not complete the
assignment and will only be privy to the survey results after grades have been submitted.
Course Connection to Program Portfolio
Possible portfolio artifact from this course includes: Interview with a counseling professional
Portfolio Reflection Form (5 pts)
The portfolio demonstrates student progress in the mastery of the knowledge, skills, and dispositions
required of the combined Council for Accreditation of Counseling and Related Educational Programs
(CACREP) Clinical Mental Health and the 12 core functions of addiction counselors [(1)foundations of
addiction counseling; (2) counseling, prevention, and intervention including treatment planning, case
management, crisis intervention, client education and referral, record keeping and consultation; (3)
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diversity and advocacy; (4) screening, assessment, intake and orientation; (5) diagnosis; and (6) research
and evaluation]. See instructions and forms (CC or RCC).
Papers/Assignments:
All papers are to be word-processed using WORD or PowerPoint format (depending on assignment),
double spaced, with 12 point font and follow APA format and style. Grammar and/or formatting errors
result in loss of <15 points or a letter grade. Submit papers to SafeAssign on the due date. If you have
attachments (printouts, pdf docs, etc.) that cannot be submitted through SafeAssign, then submit to my
office on the due date.
Late Work Policy:
Assignments and exams must be completed as scheduled. Late or make-up work will not be accepted
Technology:
All assigned activities will be posted in Blackboard. All completed activities, assignments and exams
must be uploaded or taken in Blackboard. To view videos and complete assignments and exams, you
must have high speed internet access, preferably wired. While the Professor is a content expert, she is
not a technology expert. If you experience difficulties with Blackboard or technology, please contact
the ECU Helpdesk. Please plan ahead!
Summary of Course Requirements and Grading Scale:
ACA Assignment 15 points
ADA Survey 15 points
Interview with professional 25 points
Community Resource 10 points
Mid-Term Exam 50 points
Final Exam 50 points
DARS Student Survey of Instruction 5 points
Portfolio Reflection Form 5 points
Total 175 Points
Grading Scale:
A = 157-175
B = 140-156
C = 122-139
F= <121
Assignment Rubrics:
ACA Reflection Assignment Rubric
Points
Identified a division of ACA you would consider joining with brief explanation 1
Demonstrated knowledge of ethical standards of professional organizations and 7
credentialing bodies, and applications of ethical and legal considerations in
professional counseling (G.1.j) through identification and description of five
topic areas on the ACA website
Demonstrated knowledge the professional organizations, preparation standards, 7
and credentials relevant to the practice of clinical mental health counseling
including membership benefits, activities, services to members, and current
issues (A4, G.1.f, G.1.g) through identification and description of five topic
areas on the ACA website
10
Comments
ADA Accessibility Survey Rubric
Points
Identified building, organization or business (prefer those built before 3
1990), type of activities carried out in building on separate sheet
Reviewed, Identified & Measured Approach/Entrance (Priority 1) 3
Reviewed, Identified & Measured Access to Goods and Services (Priority 3
2)
Reviewed, Identified & Measured Usability of Rest Rooms (Priority 3) 3
Write-up of experience, lessons learned about Access 3
Comments: Tools required- fish scale or force meter and flexible steel
tape measure.
Interview with Professional Counselor Rubric
Points
Provide a description of the roles and functions of the clinical mental 3
health, addiction, and/or rehabilitation counselor (CACREP - G.1.a,
G.1.b, G.1.d, G.5.f, A.1, A.7, C.9)
Detail any working relationships with other professionals, including 3
interdisciplinary teams (CACREP - G.1.c, A.3)
Provide information on the range of services provided at the site (i.e. 3
inpatient, outpatient, partial treatment, aftercare) (CACREP - C.9)
Provide a description of any emergency management systems/services 5
that the site provides to clients (CACREP - G.1.c)
Provide information on the management of clinical mental health, 8
addiction, and/or rehabilitation counseling services and programs for your
agency. This will include finding information about the area of
administration (organizational charts), finance (funding sources), and
accountability (who or what agency is held accountable for the programs
/services offered at this agency). (CACREP - G.1.a, A.3, A.7, A.8, C.9)
Writing clear and thorough and free of errors 4
Comments
Community Resource Database Rubric
Points
Develop a community resource database with resource reflecting topics 6
related to site visit and professional interview (A.9, A.10, D.4, F.1)
Resource list will include at least 2 crisis supports 2
Writing clear and thorough and free of errors 2
Comments