Emporia State University
Spring Semester 2002

RE 670 Alcohol & Drug Abuse Counseling
Department of CE/RP, Dr. Currier, Assistant Professor

Location: Earl Center 201 Time: Monday, 4:00 pm to 7:00 pm
Instructor Information: Ken Currier, Ph.D.
Office Hours: Open door policy. Tues/Thurs 1:00 pm – 5:00 pm; Wed 9:00 am –
12noon
Office Telephone: (620) 341-5721. Home Telephone: (620)
343-8706.
Email: currierk@emporia.edu

Course Description - This course will introduce the student to the different
theories of addiction: (1) biological, (2) psychodynamic, (3) social learning,
(4) systems, (5) socio-cultural, (6) spiritual, and their implications for
counseling. Emphasis will be placed on understanding the cultural variables that
influence alcohol and substance use across the various micro cultures. The
phenomena of dual diagnosis (alcohol and substance abuse coexist with another
disabling condition) will be explored. Culturally relevant counseling and
rehabilitation strategies will be explored.

Required Text

Hester, R.K., & Miller, W.R. (2003). Handbook of alcoholism treatment
approaches: Effective alternatives. (3rd ed.). Boston: Allyn & Bacon. ISBN
0-205-36064-5

Supplemental Texts

Beck, A.T., Wright, F.D., Newman, C.F., & Liese, B.S. (1993). Cognitive therapy
of substance abuse. New York: The Guilford Press.
Benshoff, J.J., & Janikowski, T.P. (2000). The rehabilitation model of
substance abuse counseling. Belmont, CA: Wadsworth/Thomson Learning.
Ellis, A., McInerney, J.F., DiGiuseppe, R., & Yeager, R.J. (1988).
Rational-Emotive therapy with alcoholics and substance abusers. New York:
Pergamon Press.
Hester, R.K., & Miller, W.R. (1995). Handbook of alcoholism treatment approaches
(2nd ed.). Boston: Allyn & Bacon.
Miller, W.R., & Rollnick, S. (2002). Motivational interviewing (2nd ed.). New
York: The Guilford Press.
Ringwald, C.D. (2002). The soul of recovery: Uncovering the sprititual dimension
in the treatment of addictions. New York: Oxford University Press.
Substance Abuse and Mental Health Administration, Report to Congress on
Co-Occurring Disorders, Available at
http://www.samhsa.gov/reports/congress2002/index.html

Websites
Alcoholics Anonymous http://www.aa.org
Audio recordings; testimony and information http://listen.to/recovery
http://www.xa-speakers.org/
Brown University Center for Alcohol and Addictions Study
http://center.butler.brown.edu/
Center for Substance Abuse Treatment
http://www.samhsa.gov/centers/csat2002/csat_frame.html
Midwest Addiction Technology Transfer Center http://www.mattc.org
Narcotics Anonymous http://www.na.org
National Center on Addiction and Substance Abuse at Columbia University
http://www.casacolumbia.org/
National Addiction Technology Transfer Center http://www.nattc.org
National Institute on Alcohol Abuse and Alcoholism http://www.niaaa.nih.gov/
National Institute on Drug Abuse http://www.nida.nih.gov
Substance Abuse and Mental Health Services Administration http://www.samhsa.gov
National Council on Alcoholism & Drug Dependence http://www.ncadd.org


Course Learning Objectives

§ The student will obtain knowledge of conceptual models of alcoholism
and drug abuse and their implications for treatment and prevention.
The student will become familiar with a variety of substance abuse treatment
models especially the use of motivational interviewing and working with the
resistent client.
The student will gain a basic understanding of the pharmacological bases and
issues associated with addiction.
The student will obtain a fundamental understanding of the functional,
biological, developmental, and environmental factors surrounding addiction and
substance abuse.
The student will gain a working knowledge of the process of alcohol and drug
abuse counseling
The student will gain knowledge of special issues and circumstances in alcohol
and drug counseling such as crisis intervention, specific cultural issues,
professional ethics and health-related issues such as AIDS, STDs, and chronic
conditions associated with alcoholism and other drug abuse.
The student will gain knowledge and understanding of family issues in
addiction and the importance of treatment participation of significant others.

The student will gain skill and knowledge in alcohol and drug abuse treatment
through group processes.
The student will understand the implications of dual diagnosis (substance
abuse/mental illness; substance abuse/developmental disability) in the
asssessment, planning, intervention, and evaluation processes.
The student will understand the importance of vocational issues in the
recovery process and able to identify and implement vocational interventions
in the alcohol and drug counseling process.
The student will be familiar with the various treatment modalities including
self-help groups, psychotherapies (cognitive, Reality Therapy, REBT), and both
inpatient and outpatient treatment programs.

Course Evaluation Criteria
2 exams @ 100 pts each
200 pts.
AA/NA/AODA Meeting Report (form provided)
50 pts.
Attendance, Participation, Pop Quizzes & Special Projects
150 pts.
Total

500 pts.

Grading Scale
Grade Percent Grade Percent
A 92% + A- 89-91_
B+ 87-88.9 B 82-86.9
B- 78-81.9 C+ 75-77.9
C 70-74.9 D 60-69.9
F 59.9 ↓

Course Requirements and Expectations

Students are expected to have read the reading assignments prior to the class
meeting. Pop quizzes on the reading assignments, lectures, and handouts are to
be expected.
Attendance is vital to successful completion of the course. Five points will
be allotted for each class period attended. Groupproject members are expected
to participate in the planning, preparation and presentation and will be
evaluated individually NOT by group.
All written assignments are to follow the procedures, format, and style
outlined in the Publication Manual of the American Psychological Association
(5th edition).
Group projects, quizzes or activities may include Internet activities. All
students need an email account and access to the World Wide Web. If this
presents a challenge to any student, please see the professor following class.

Finally, and most importantly, all students are expected to conduct themselves
in a professional manner respecting the rights and privacy of all other
members. Personal issues may arise within the context of course interactions,
practice sessions, or self-disclosure situations – all students are to respect
and keep confidential any personal information that may be discussed,
disclosed or otherwise known to participants of this course.

Ethical Conduct and Confidentiality

All course participants are reminded that The Earl Center is a functioning
clinic offering services to the general community for the facilitation of
training of our undergraduate and graduate students in Counseling and
Rehabilitation Services. At any time, clients and consumers from the general
population may be visiting the clinic for the purposes of receiving confidential
services. All students enrolled in coursework through the Department of
Counselor Education and Rehabilitation Programs are obligated to comply with all
laws and ethical codes of conduct as outlined by the various professional
organizations governing professional counseling practice. These would include
client confidentiality, the duty to warn, dual relationships and other codes
appropriate to a safe and comfortable environment for our clients. Any perons
found in violation of codes of conduct or found engaging in unprofessional
behaviors or dispositions inconsistent with these goals and practices is subject
to expulsion from coursework, the counseling program, the university, and to any
other appropriate disciplinary actions as determined by the course instructo,
the Department Chair, other university adminstrative personnel or local
authorities.

Student Accommodations

Emporia State University will make reasonable accommodations for persons with
documented disabilities. Students need to contact the Director of Disability
Services and the professor as early in the semester as possible to ensure that
classroom and academic accommodations are implemented in a timely fashion. All
communication between students, the Office of Disability Services, and the
professor will be strictly confidential.

Relationship of Course to The Teachers College

Professional programs are designed to reflect the current knowledge base and
effective practices. Curricular coherence is strengthened through faculty study
and dialogues on purpose, course content, and intended candidate learning
outcomes.

Mission: The Mission of The Teachers College and as a teaching personnel
preparation unit is to develop each counselor candidate as a Professional,
Critical Thinker, Creative Planner, and Effective Practitioner. Relevant
indicators of this mission include knowledge, skill, and disposition factors.
This course seeks to develop counselors in training as measured by the following
outcomes:

Knowledge. Candidates will exhibit knowledge of:
1. the general assessment resources and their role and function in
treatment planning and evaluation.
2. the essential concepts of appraisal in counseling.
3. the philosophical, historical, social, and theoretical foundations of
counseling.
4. the theories of human physical, cognitive, social, and emotional
development, methods and techniques in appraising such within the counseling
context.
5. the characteristics and equitable treatment of diverse clients or
learners within the counseling process.
6. the appropriate technology and how it may be used to enhance
counseling and learning.
7. the techniques to integrate advanced professional studies with
essential concepts from the candidates’ general- and counseling-studies.
8. the legal and ethical issues of counseling within the candidates’ work
environment [school, mental health, rehabilitation, college/university
settings].
Skills. Candidates will be able to:
1. integrate and use concepts from their general and professional studies
in their professional counseling environment.
2. demonstrate professional performance that reflects current theory,
research, and practice.
3. implement non-biased techniques for meeting the needs of diverse
students and clients.
4. use and support effective communication techniques in order to develop
positive helping relationships.
5. employ appropriate assessment techniques in order to measure the
development, learning, vocational development, and mental health of students and
clients.
6. apply a variety of counseling assessment strategies and techniques to
promote student and client development, critical thinking, and problem solving.
7. make use of appropriate technology in their counseling environment.

Disposition. Candidates will demonstrate a:
1. commitment to professionalism and ethical standards.
2. desire to analyze concepts and clinical practices, to experiment, and
to evaluate and/or initiate innovative practices within acceptable professional
and ethical standards guidelines.
3. dedication to life-long learning by participating in professional
organizations and keeping current with research in their field.
4. belief in having realistic but high expectations of all students and
clients in the counseling process.
5. respect for cultural and individual differences by providing equitable
personal growth opportunities for all.
6. desire to communicate with family and community members to make them
partners in the counseling process.
7. commitment to collaboration with other professionals to improve the
overall development of students and clients.



Course Sequence

DateTopic Reading or Activity Assignment
Jan 27Course Overview; Introduction to Addiction and Dependency and Abuse;
Fundamentals of Counseling & Rehabilitation; Ethics; Pharmacology
Feb 3Models and Outcome ResearchChapters 1 & 2
Feb 10Steve Hageman – Assessment & Screening
EvaluationChapters 3 & 4
Feb 17Interventions; Treatment PlanningChapter 5 & 6
Feb 24Motivational Interviewing
Video, Case Studies, Group Projects or Guest Speaker
Mar 31st Half: Exam 1: Chapters 1-6 + handouts, guest speakers.
2nd Half: Behavioral Self-Control Training
Mar 10Behavioral Self-Control TrainingChapter 7; Group Projects
Mar 17SPRING BREAK
Mar 24Self-Help Groups Guest Speaker: AA/NA Chapter 8
Mar 31Family Issues and Interventions; Cultural considerationsChapter 9;
Video; Case Studies
Apr 7Coping Skills Chapter 10
Apr 14Community Reinforcement; Environmental Factors Chapter 11; Handouts;
Internet
Apr 21Pharmacological Treatment; HIV; Dual Diagnosis Handouts; Internet
Apr 28Vocational Issues – Job Clubs; Case StudiesHandouts; Internet
May 5Case StudiesReview
May 12Final Exam #2 - 5:00 pm