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Graduate Course Proposal Form Submission Detail - RCS6456

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Current Status: Approved, Permanent Archive - 2010-05-10
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: Grad Council approved 2/15/10; SCNS Liaison notified 4/6/10; Approved, effective 8/1/2010; posted in banner. Number changed from 6453 to 6456


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    1533 2009-09-12
     
    Department College Budget Account Number
    Rehabilitation and Mental Health Counseling BC 1257000
     
    Contact Person Phone Email
    Sandy Reynolds x9750 sreynold@bcs.usf.edu

  2. Course Information

    Prefix Number Full Title
    RCS 6456 Counseling Approaches for Substance Abusers

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable? N
    Is this course repeatable?
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 C - Class Lecture (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    Couns Appr for Subst Abusers
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    RCS 5450

    Corequisites

    Course Description

    The focus of this course is on deepening the student's understanding of the practice of addictions counseling with an emphasis on biopsychosocial multidisciplinary intervention. Restricted to majors.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Needed as it is a prereq for other courses in program

    B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?

    This is not really a new course -- it has been taught for several years as a Selected Topics Seminar as part of a sequence for the Addictions and Substance Abuse Counseling Concentration in the MA in Rehabilitation and Mental Health Counseling. The Department wants to convert it to a permanent course number.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    None

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    Upper-level degree in Rehabilitation and Mental Health Counseling, or related field.


  4. Other Course Information

    A. Objectives

    1. Deepen students' understanding of the concept that healing for the chemically dependent/addicted person needs to occur through a multidisciplinary biopsychosocial approach.

    2. Assist students in understanding of the role of individual and dynamically oriented group psychotherapy in the treatment of the chemically dependent/addicted person.

    3. Give students an understanding and appreciation of the group process and how that process affects behavior in groups. Increase their ability to deal with the many roadblocks that arise in the course of group psychotherapy for both the client and the therapist in chemical dependency/addictions treatment.

    4. Deepen students' understanding of family dynamics and therapy specific to the etiology of the chemically dependent/addicted person and their families.

    5. Familiarize the students with the theory and research literature as it pertains to various theoretical approaches to individual, group and family therapy and treatment.

    6. Give students pratical knowledge of the issues, theory and practice of working with special populations impacted by the substance abuser/addicted person. This includes, but is not limited to, family and/or group therapy with couples, collaterals (family members and other close associates), ACOA's, and Codependents.

    7. Familiarize students with individual psychosocial assessment and a family assessment and the writing of a relevant summary report, as well as the process of assessment and rehabilitation treatment planning and the writing of an individualized treatment plan, including group and family interventions, utilizing the results of the evaluation process.

    8. Sensitize students to issues of countertransference and ways in which it can be used productively to facilitate therapeutic work.

    9.Be sure students are fully cognizant regarding ethical and professional issues in the practice of psychotherapy with the chemically dependent person.

    B. Learning Outcomes

    1. Deepen your understanding of the concept that healing for the chemically dependent/addicted person needs to occur through a multidisciplinary biopsychosocial approach.

    2. Develop an understanding of the role of individual and dynamically oriented group psychotherapy in the treatment of the chemically dependent/addicted person.

    3. Gain an understanding and appreciation of the group process and how that process affects behavior in groups. Increase your ability to deal with the many roadblocks that arise in the course of group psychotherapy for both the client and the therapist in chemical dependency/addictions treatment.

    4. Deepen your understanding of family dynamics and therapy specific to the etiology of the chemically dependent/addicted person and their families.

    5. Be able to discuss the theory and research literature as it pertains to various theoretical approaches to individual, group and family therapy and treatment.

    6. Learn about the issues, theory and practice of working with special populations impacted by the substance abuser/addicted person. This includes, but is not limited to, family and/or group therapy with couples, collaterals (family members and other close associates), ACOA's, and Codependents.

    7. Become familiar with conducting both an individual psychosocial assessment and a family assessment and the writing of a relevant summary report. Also, become familiar with the process of assessment and rehabilitation treatment planning and the writing of an individualized treatment plan, including group and family interventions, utilizing the results of the evaluation process.

    8. Gain a deeper understanding of countertransference and ways in which it can be used productively to facilitate therapeutic work.

    9.Clarify your thinking about ethical and professional issues in the practice of psychotherapy with the chemically dependent person.

    C. Major Topics

    Rationale for Family Psychotherapy

    Dynamically Oriented Group Psychotherapy

    Setting up Groups/Beginning the Group/Special Population Issues/ Defining the Journey

    Removing Roadblocks: Group, Individual, Therapist

    Group Termination

    Development of Family Therapy

    Theoretical Applications to Family Treatment

    Family Therapy Theories

    Family as a System

    Elements of the Emotional System

    Family Organizational Structure and Development

    Chemical Dependency's Disruption of the Family System

    Critical Issues in the Chemically Dependent Family

    Family Assessment

    Working with the Chemically Dependent Family

    Family Recovery Process

    Family Intervention

    D. Textbooks

    Curtis, Olivia (1999). Chemical Dependency: A Family Affair, CA: Brooks Cole Publishing Co.

    Vannicelli, Marsha (1992) Removing the Roadblocks: Group Psychotherapy with Substance Abusers and Family Members, NY: The Guilford Press.

    E. Course Readings, Online Resources, and Other Purchases

    F. Student Expectations/Requirements and Grading Policy

    You will need to learn to function in the class/ group in the role of "observer-participant." OBSERVANT PARTICIPATION means you will need to be able to participate emotionally in the class/group as well as observe yourself and others and the mass group process objectively.

    PARTICIPATION OPTIONS:

    1) Optional: Sharing of relevant personal data regarding one's life, problems, or issues outside of the group in order to obtain feedback from group members.

    2) Required: Participating in role plays, feedback to peers regarding your here-and-now observations of them in the class and/or group setting.

    3) Required: Participating in class theoretical discussions. Sharing of your observations regarding the group process that has occurred during the experiential portion of the class.

    Online classes will involve a Blackboard Forum and/or paper. This will involve responding to group discussion material on Blackboard by the due dates (posts are not to be made early). Blackboard posts are due by Sunday midnight with 2 responses to other students due by 9:00 am of schedules class day. In event of absence or lateness it will be your responsibility to notify me via email as to your completion of the assignment. Score will be lowered if posted late. Papers/assignments will not be accepted beyond the due date unless specific arrangements have been made.

    All exams and papers are to be submitted via the Blackboard electronic drop box and are to be in a Microsoft Word document. All papers/Blackboard discussions must be completed or you will receive an incomplete (I).

    Blackboard discussions (24% total) are designed to encourage you to explore the ethical issues in the prevention and treatment of addiction substance abuse issues. They are to follow a discussion format and challenge and expand on the positions of other students. A two or three line answer stating that “I agree with your position” is NOT an adequate response. You will receive NO credit for that type of response. Post are worth up to 2 points and response 2 points. Your post should be minimally a 150-200 word post and response supported by contemporary thinking and sound ethical conduct about the issues.

    3. ASSIGNMENTS

    A) Read appropriately from the text. It is vital that material be read by due date as an interactive discussion occurring on a weekly basis is one of the important components of class.

    B). Case Study (25%):

    Select a chemically dependent/addicted “client” and their family to work with throughout the semester. This can be either a current client or a person you are familiar with and who will be willing to participate in the process. These reports should reflect your ability to use appropriate clinical and psychological terminology, your knowledge of intra and interpersonal dynamics and counseling theory, and they address the client from a biopsychosocial multidisciplinary approach. The client should be medically stable and able to engage in the process of psychotherapy. Papers will not be accepted beyond the due date unless specific arrangements have been made. All papers will be submitted electronically through the digital drop box.

    1. Mental Status Report: Prepare a written Mental Status report for your client. Format provided. Report should be in narrative form

    2. Biopsychosocial History: Prepare a written psychosocial history for your client according to the format provided. If you choose to use another format get approval from the instructor

    3. Drug/Addictions Assessment: Prepare a written assessment of client’s history of drug/alcohol use.

    4. Family Assessment: Prepare a genogram depicting family relations and provide a written assessment of the family's critical issues and problems.

    5. Treatment/Rehabilitation Plan: Prepare a written rehabilitation and/or treatment plan using all of the assessment information gathered.

    C) Integrative paper (26%): A paper of approximately 6-8 pages typed, double-spaced giving your understanding of the group process in the classroom throughout the semester. The focus is the process not the content and the paper should address the group/class dynamics (trust, conflict, resistance, goals, hierarchies, structure and interpersonal relationships of the members etc.) Submit to digital drop box.

    D) Examinations (25%): (Take Home)

    Exam: Short Answer Questions. Submit to digital drop box.

    4. Final Grade: Grade Breakdown:

    A. Blackboard Discussions (6 @ 4 points)………...24% A- 91 -100%

    B. Case Study..........................................................25% B- 81 - 90%

    C. Integrative Paper.................................................26% C- 71 - 80%

    D. Exam ..................................................................25% F- -70...

    G. Assignments, Exams and Tests

    SCHEDULE

    CLASS MEETINGS WHERE READINGS DUE ASSIGNMENTS DUE

    THURS JULY 2 MHC 1617 CHAPTERS 1-3 (Vannicelli pp. 1-45)

    SAT JULY 4 HOLIDAY NO CLASS

    THURS JULY 9 MHC 1617 CHAPTER 4-6 (Vannicelli pp. 46-117)

    SAT JULY 11 MHC 1617 CHAPTERS 7-8 (Vannicelli pp. 117-175)

    THURS JULY 16 MHC 1617 CHAPTERS 9-10 (Vannicelli pp. 176-243) BB1

    SAT JULY 18 MHC 1617 CHAPTERS 1-4 (Curtis pp.1-42)

    THURS JULY 23 MHC 1617 CHAPTERS 5-8 (Curtis pp. 43-90) BB2

    SAT JULY 25 MHC 1617 CHAPTERS 9-12 (Curtis pp. 91-127)

    THURS JULY 30 ONLINE BB3

    SAT AUG 1 ONLINE BB4 Integrative Paper

    THURS AUG 5 ONLINE BB5 Treatment Plan Due

    SAT AUG 8 ONLINE BB6 Exam Due

    H. Attendance Policy

    1) CLASS FORMAT:

    The format for this course will be a mixture of academic lectures, content and process discussion, and experiential group work, and online discussions. The major implication in utilizing this format is your responsibility as a course participant to actively participate in the discussions as well as risk working in group and testing out behavior, which has potential for growth.

    2) ATTENDANCE AND PARTICIPATION

    Regular attendance and participation is essential. Classes will be held twice weekly begin at 6:00 P.M. and end at 9:30 p.m. on Thursdays and from 9:00 – 12:30 PM on Saturdays. Missing more than 30 minutes of a class will count as an absence. It is your responsibility to sign the attendance sheet. If you are unable to make a class you must notify me. More than one absence will result in a lower grade by one level and more than 2 is an F or I. To not loose attendance credit, verification from a physician will be required. You will still be responsible for submitting your written discussion response. The attendance policy is designed to accommodate illness or a personal emergency but is not meant to in any way suggest that students are “allowed” one cut. It is also designed to instill a sense of commitment to your course of studies, fellow students and a sense professional responsibility.

    The interpersonal component (i.e. extent and appropriateness of participation) will be evaluated on a S/U basis. A grade of S must be received to qualify for a letter grade of A or B. No grade higher than a C will be given to students receiving a U for this component. You will need to learn to function in the class/ group in the role of "observer-participant." OBSERVANT PARTICIPATION means you will need to be able to participate emotionally in the class/group as well as observe yourself and others and the mass group process objectively.

    PARTICIPATION OPTIONS:

    1) Optional: Sharing of relevant personal data regarding one's life, problems, or issues outside of the group in order to obtain feedback from group members.

    2) Required: Participating in role plays, feedback to peers regarding your here-and-now observations of them in the class and/or group setting.

    3) Required: Participating in class theoretical discussions. Sharing of your observations regarding the group process that has occurred during the experiential portion of the class.

    Online classes will involve a Blackboard Forum and/or paper. This will involve responding to group discussion material on Blackboard by the due dates (posts are not to be made early). Blackboard posts are due by Sunday midnight with 2 responses to other students due by 9:00 am of schedules class day. In event of absence or lateness it will be your responsibility to notify me via email as to your completion of the assignment. Score will be lowered if posted late. Papers/assignments will not be accepted beyond the due date unless specific arrangements have been made.

    All exams and papers are to be submitted via the Blackboard electronic drop box and are to be in a Microsoft Word document. All papers/Blackboard discussions must be completed or you will receive an incomplete (I).

    5. Other policies:

    a. Students who anticipate the necessity of being absent from class due to the observance of a major religious observance must provide advance notice of the date(s) to the instructor in writing by the second-class meeting.

    I. Policy on Make-up Work

    This will involve responding to group discussion material on Blackboard by the due dates (posts are not to be made early). Blackboard posts are due by Sunday midnight with 2 responses to other students due by 9:00 am of schedules class day. In event of absence or lateness it will be your responsibility to notify me via email as to your completion of the assignment. Score will be lowered if posted late. Papers/assignments will not be accepted beyond the due date unless specific arrangements have been made.

    Papers will not be accepted beyond the due date unless specific arrangements have been made. All papers will be submitted electronically through the digital drop box.

    b. Plagiarism:

    All work and papers must be original work. I reserve the right to submit any assignments to an automated plagiarism detection service. It is mandatory that all materials taken from electronic sources be referenced. If you have any questions about this or any other aspect of academic dishonesty, please consult:

    • Procedures for Alleged Academic Dishonesty or Disruption:

    http://www.ugs.usf.edu/catalogs/0608/adadap.htm

    • Student Academic Grievance Procedures -- http://www.ugs.usf.edu/catalogs/0608/arcsagp.htm

    J. Program This Course Supports

    MA in Rehabilitation and Mental Health Counseling


  5. Course Concurrence Information



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