Calumet College of St.
Joseph
SYLLABUS FOR
INTRODUCTION TO ALCOHOLISM AND DRUG ABUSE
Term: Winter/Spring
2001 (002) (January 7, 2002 –April 20, 2002)
Course Number: HSV
200X
Instructor: Dr. Eileen Stenzel
Office Phone: 219-473-4260
E-mail: HYPERLINK mailto:estenzel@ccsj.edu estenzel@ccsj.edu
Home Phone: (708) 636-8623
Office Hours: Monday 8:30-10:30; 1:00-7:00; Thursday 8:30-10:30; 12:00-2:00
Other times by
appointment.
Course Time: Monday 7:00-10:00 p.m.
Textbooks: Richard Fields, Drugs in
Perspective, (3rd. ed.), New York: WCB McGraw-Hill (1998).
Statement of Plagiarism:
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.
Calumet
College of St. Joseph adheres to citation guidelines as prescribed by the
particular discipline (i.e., MLA, APA, Chicago Manual of Style or
Turabian.). All of these guidelines are
available in the Calumet College of St. Joseph library or bookstore. These texts outline how to cite references
from a variety of sources, including electronic media.
Withdrawal from Classes
Policy:
After
the last day for class changes has passed (see College calendar), students may
withdraw from a course in which they are registered with permission from the
faculty member conducting the course. A written request detailing the reason(s)
for the withdrawal must be filed with the Registrar. Written request for
withdrawal must be received by the Registrar by the last day of classes prior
to the final examination dates specified in the catalogue. Written requests may
be mailed to the Registrar or faxed to the College fax number 219-473-4259.
Students are to make note of the refund schedule when withdrawing from courses.
The request is forwarded to the faculty member, who makes the final
determination to accept or deny the request. If the request is honored, the
student will receive notification of official withdrawal; if denied, the
notification will indicate why the withdrawal is disallowed. Note: Degree
Completion Division (DCD) students should consult the DCD Student Handbook for
information on DCD withdrawals.
An
official withdrawal is recorded as a "W" grade on the student's
transcript. Dropping a
course
without written permission automatically incurs an "F" grade for the
course (see
Refund
Schedule).
Class Policy on
Attendance: Attendance is required. However, students are allowed two personal
days. This will allow students to plan
ahead especially for predictable conflicts such as parent teacher conferences,
family celebrations or work related conflicts.
Students who elect to take mid-semester vacations should plan on using
these personal days for this purpose.
Class Policy For
Assignments: All assignments must be
submitted on time and reflect neat and accurate presentation.
Course Goals: This course is designed to
help students achieve the following goals of the Human Services Program (cf.
page 121 of the College Catalogue):
-master
the knowledge and skills necessary for a career in the Human Services field
with
attention to addictionology;
-develop an understanding of causes and progression of
the disease of addiction
necessary for the preparation of a written
case history on an actual or fictitious client;
and,
-prepare the student for graduate work in addictionology
and for life-long learning in the
Human Services field as it addresses the
experiences and problems of those who suffer
from addictive disease.
Objectives:
Students
in this course will:
1. demonstrate
mastery of the stated objectives for each chapter in the text by obtaining a
minimum score of 75% of the norm on eleven (11) chapter exams, summaries and
case material;
2. demonstrate
insight into the nature of habitual behavior and the difficulties involved in
efforts to change that behavior through successful completion of a journal and
journal summary dealing with the student's effort to change a behavior of
habit;
3.
demonstrate the ability to use their understanding of
and insight into addictive disease to address problems related to the misuses
of alcohol and other drugs in today's society by earning a minimum of 75% of
the total possible points on the Application and Analysis Project. For Human Services majors this project will
consist of Developing a Client Profile.
All other students will, with the assistance of the instructor, design a
project that reflects their major and/or interest in the subject matter.
Format for Written
Assignments: Written
work should be formatted according to APA Guidelines. All written assignments should be typed.
Course Requirements:
1.
Attendance
(Two personal days are allowed.)
2.
Class Preparation: 11 Chapter Summaries
3.
Behavior of Habit Journal and Summary.
4.
Developing a Client Profile Project or Other Project (See #5 below)
5.
Each student should purchase a two-pocket folder to be used as a “Back
and Forth” folder. All assignments must
be submitted in this folder and will be returned in the folder. The student’s Assessment Profile should also
remain in the fold at all times as it represents the student’s permanent record
for this course. These files will be
distributed at the beginning of each class and turned in at the end of each
class.
Assessment:
1. Attendance:
After two allowed absences twenty points will be deducted from the point total.
2. 11
Norm Referenced Chapter Exams
3. 11
chapter summaries @ 20 points each
4. Journal
Summary- 50 points
5. Developing
a Client Profile or Alternative Project: Total Points 180
a. 8 sessions @ 5 points each /40
points
(
Minimum of three references from text)
c. Follows Outline /20
points
d. Technical quality of writing /20
points
f. Presented to class /20 points
Total Points for the Client Profile
Project /180 points
GRADING
A 1. Class
Preparation: 10 chapter summaries
completed on time.
2.
Students
have not missed more than two classes.
3.
Mastery
of Foundations: Student has earned 80%
of the norm on chapter exams.
4.
Journal: Student has completed 8 weekly journal entries
on time and earned 90% of the allotted points for the Journal Summary.
5.
Client
Profile: Student has earned 92% of the
total possible points on the project.
A-
1. Requirements for the "A".
2.
Client
Profile: Student has earned 88-90% of the total possible points on the project.
B+ 1.
Class Preparation: 10 chapter
summaries completed on time.
2.
Mastery
of Foundations: Student has earned 80% of the norm on chapter exams.
3.
Journal:
Student has completed 8 weekly journal entries on time and earned 90% of the
allotted points for the Journal Summary.
4.
Client
Profile: Student has earned 85-87% of the total possible points on the project.
B 1.
Requirements for B+.
2. Client
Profile: Student has earned 80-84% of the total possible points on the project.
B-
1. Requirements for B+
2.
Journal:
Student has completed 8 weekly journal entries on time and earned 90% of the
allotted points for the Journal Summary.
3.
Client
Profile: Student has earned 77-79% of the total possible points on the project.
C+ 1.
Requirements for the "B"
2. Class
Preparation: 10 chapter summaries
completed on time.
2.
Mastery
of Foundations: Student has earned 70% of the norm on chapter exams.
3.
Journal:
Student has completed 8 weekly journal entries on time and earned 90% of the
allotted points for the Journal Summary
4.
Client
Profile: Student has earned 74-76% of the total possible points on the project.
C 1.
Requirements for the "C+"
2.
Client
Profile: Student has earned 70-73% of the total possible points on the project.
C-
1. Requirements for the "C+"
2.
Journal:
Student has completed a minimum of 6 weekly journal entries on time and earned
75% of the allotted points for the Journal Summary.
3.
Client
Profile: Student has earned 67-70% of the total possible points on the project.
D+ 1.
Requirements for the "C"
2.
Mastery
of Foundations: Student has earned 65% of the norm on chapter exams.
3.
Journal:
Student has completed a minimum of 5 weekly journal entries on time and earned
75% of the allotted points for the
Journal Summary.
4.
Client
Profile: Student has earned 65% of the total possible points on the project.
D 1.
Requirements for the "D+"
2.
Mastery
of Foundations: Student has earned 60% of the norm on chapter exams.
3.
Journal:
Student has completed a minimum of 5 weekly journal entries on time and earned
70% of the allotted points for the Journal Summary.
4.
Client
Profile: Student has earned 60% of the total possible points on the project.
D-
1. Requirements for the "D+"
2.
Journal:
Student has completed a minimum of 4 weekly journal entries on time and earned
70% if the allotted points for the Journal Summary.
3.
Client
Profile: Student has earned less than 59% of the total possible points on the
project.
F.
1. Class Preparation: Fewer than 6 chapter
summaries completed on time.
2.
Mastery
of Foundations: Student has earned less than 60% of the norm on chapter exams.
3.
Journal:
Student has completed less than 5 weekly journal entries on time and earned
less than 70% of the allotted points for the Journal Summary.
4.
Client
Profile: Student has earned less than 60% of the total possible points on the
project.
OUTLINE
CLASS TOPIC ASSIGNMENT
Competency to be developed in Introductory
Session:
1.
Through
completion of a written summary of a simulation exercise students will be able
to explain how personal attitudes toward the chemically dependent influence
one’s effectiveness as a helping professional.
2.
Using
the assessment tools printed in the text students will demonstrate the ability
to complete an initial assessment interview in a simulated clinical setting.
Jan. 7 1.
Overview of the Course
2.
Behaviors of Habit: Selecting a Personal Focus
3. Initial Assessment of Personal
Attitudes Toward the Chemically
Dependent
4. The
Role of Personal Attitudes In Shaping Professional Effectiveness
5. Assessment: Written Exercise
I. ETIOLOGY-PUTTING DRUGS IN PERSPECTIVE,
DRUG SPECIFIC INFORMATION, ASSESSMENT
Competencies to be developed in Part I:
1.
Through
completion of four chapter exams students will be able to:
a.
correctly
identify several different models of addiction;
b.
assess
the implications of these models for responding to the needs of the chemically
dependent;
c.
correctly
identify and give examples of the classifications of drugs.
2.
Using the information on the
effects of psychoactive substances on the brain students will be able to
develop a client-centered explanation of the biological basis of addiction as a
disease to their client and include it in their “Client Profile”.
3.
Using the assessment
resources in the text and a volunteer “clients” students will demonstrate the
ability to complete an initial assessment for chemical dependence and include
it in their “Client Profile”.
Jan 14 Introduction
Etiology -A Better
Understanding of Drug
Use - Models, Functions, and Meanings Ch. 1
Ch. 1 Summary Due
Jan. 21 Test Chapter One
Alcohol/Drugs and Our American Society Ch. 2
Ch.
2 Summary Due
Jan. 28 Test Chapter Two
Drug Specific Information Ch.
3
Ch. 3 Summary Due
Screening and Assessment of Alcohol/Drug
Problems Ch. 4
Ch
4. Summary Due
II. FAMILY
Competencies to be developed in Part II:
1.
Students
will be able to summarize what is meant by a “functional” and “dysfunctional”
family system.
2.
Students
will be able to explain and give examples of
a “shame-based feedback system”.
3.
Students
will be able to discuss how shame-based feed back system is a function of the
family disease of addiction.
4.
Students
will be able to explain and give examples of co-dependent behavior.
5.
Students
will be able to use their understanding of codependency to explain behavior
they have observed in themselves (increase self-awareness) and in others
(improve observation skills and understanding).
6.
Students
will be able to identify the roles children adopt in order to cope with
chemically dependent/co-dependent parents.
7.
Students
will be able to use their understanding of the roles children adopt in order to
deal with dysfunctional parents to explain personal and observed experience.
8.
Students
will be able to correctly identify the major characteristics of “Adult Children
of Alcoholics”.
9.
Students
will be able to discuss how the ACOA model can increase the effectiveness of
counselors, in general, and chemical dependency counselors, in particular.
10.
Students
will be able to apply the concepts of functional and dysfunction families,
co-dependency and adult children of alcoholics to their “Client Profile”.
Feb. 18 Test
Chapter 4
Substance Abuse and Family Systems Ch. 5
Ch. 5 Summary Due
Feb. 25 Test
Chapter 5
Parenting: Impact on Alcohol/Drug
Use and Abuse Ch. 6
Ch. 6 Summary Due
Mar. 4 Test
Chapter 6
Growing Up in an Alcoholic Family System Ch.
7
Ch. 7 Summary Due
III.
PREVENTION, INTERVENTION AND TREATMENT
Competencies to be developed in Part III
1.
Students
will be able to explain what is meant by the term “dual disorder”.
2.
Students
will be able to distinguish between Affective Disorders and Personality
Disorders.
3.
Students
will be able to correctly identify which affective and personality disorders
are most commonly found in dual diagnosis clients.
4.
Students
will be able to correctly identify the characteristics of treatment of dual diagnosis
clients.
5.
Students
will be able to identify the rationale for intervention.
6.
Students
will be able to correctly identify the stages in the intervention process.
7.
Students
will be able to conduct a simulation of a motivational interview.
8.
Students
will be able to identify key risk factors of developing chemical dependence.
9.
Students
will be able to assess the implications of risk factors (#*) for prevention.
10.
Students
will be able to correctly identify the most common approaches to chemical
dependency treatment and relapse prevention.
11.
Students
will be able to apply the key issues in prevention, intervention and treatment
into the development of their “Client Profile”
Mar. 11 Test Chapter 7
Prevention of Substance Abuse
Problems Ch. 8
Ch. 8 Summary Due
Mar. 18 Test
Chapter 8
Motivation and Intervention for
Substance Ch. 9
Abuse Problems Ch. 9 Summary Due
Mar. 25 Test
Chapter 9
Co-occurring Disorders with Substance Abuse Ch. 10
Ch. 10 Summary Due
BEHAVIOR OF HABIT JOURNAL
SUMMARY DUE
Apr. 1 Test Chapter 10
Alcohol/Drug Treatment and Ch. 11
Relapse Prevention Ch. 11 Summary Due
Apr. 8 Presentation
of Client Profiles
Apr. 15 Scheduled Final Exam
Developing a Client Profile
Throughout the semester students will develop the profile of this client using material in the text. For example, during the Introduction to this course we discuss the role personal attitudes toward the chemically dependent play in our ability to be effective helpers. The Client Profile should include an application of this discussion to the development of the student’s understanding of the client. The student’s discussion should focus on a) how the client’s attitudes toward being chemically dependent will help or hinder the recovery process and/or b) how the student’s attitudes toward the chemically dependent client will help or hinder his/her ability to help this client. What work might have to be done at this level to enhance the helping process? In Part I we discuss the family disease of addiction. In the development of the Client Profile the student is expected to be able to demonstrate how this reading material and our discussion of it aids in understanding and helping this client.
Remember,
the purpose of this exercise is to provide students with an opportunity to apply the information about
chemical dependency acquired through reading the text, class work, and
independent research, to a simulated clinical setting. In order for the exercise to be effective,
it is important that students work with the case material as each chapter of
the text is studied and reviewed in class.
Additionally,
students will be working in clinical simulation groups. It is very important that each student come
prepared to work effectively in his/her clinical simulation group so that each
member derives maximum benefit from the exercise.
Special Focus of the client Profile: The profile must also include a “special focus”, i.e. family of origin issues, relapse prevention, treatment or prevention. This special focus must be developed with reference to at least five outside, research-based sources. For example, a student may wish to make family of origin issues the special focus of his/her case. The student would incorporate both the material in the text and reference to at least five other research sources in developing the client profile. Student may elect to substitute one experiential component for one research component, i.e. attending several Alanon and/or Open AA meetings as part of the research piece or interviewing several recovering addicts as one research piece. Students can select the special focus reflects their particular interest and learning need in this field.
The
final document should be presented in the following format.
I.
Introduction:
Students may draw on their own personal experience of recovery or that of
persons they know who are recovering addicts.
However, confidentiality must be protected. Therefore, at no time are real names to be used. The Intake
Information should include:
Personal Information: "Name", Age, Gender, Race, Marital Status, Number and
Age of Dependents, Place of Birth, Length of Time at Current Address
Educational and Occupational Information, Medical History, Recovery History.
II.
Etiology: Resource Material Chapters 1-4
The following tasks are to be completed in this
section.
1.
Using
the models of addiction to formulate a conceptual framework of the client and
the client’s needs
2.
Using
the information in and our discussion of Chapter Three each student will
demonstrate the ability to explain the disease concept of addiction to his/her
client.
3.
Using
the Assessment Tools in Chapter Four students will demonstrate the ability to
complete a Client Assessment.
4.
For
purposes of this exercise students will record the feelings and attitudes they
experienced in this first encounter with their “client” as well as any
underlying feelings the client expressed toward his/her own chemical
dependence, i.e. guilt, shame, denial.
III.
Family
Issues: Chapters 5 – 7
In this section, the student will demonstrate the ability to apply the understanding of addiction as a family disease in developing the client profile. </