CALIFORNIA STATE UNIVERSITY, CHICO Department of Psychology Psychology 674 Section 1 Class # 1655

Fall 2013 W 2-4:50 AJH 125A

Substance Abuse and Addictions Counseling (Updated 10-21-2013)

Instructor: Peter Lopez, Ph.D. Email: [email protected] Website: www.csuchico.edu/~palopez

Office: Modoc 104 Office Phone: 898-5292 Office Hrs: M 1:30 – 2:20; T 2:30 – 4

Required Texts/Readings: Miller, W. R., & Rollnick, S. (2013). Motivational interviewing: Helping people change (3nd ed.). New York: Guilford Press. Fisher, G. L., & Harrison, T. C. (2009 or 2013). Substance abuse: Information for school counselors, social workers, therapists, and counselors (4th or 5th ed.). Boston: Pearson. Additional readings may be assigned by the instructor. Course Prerequisites: Classified status in the M.S. Psychology Program, PSYC 573 (may be taken concurrently), and faculty permission. Course Description: All counselors, regardless of their areas of specialization, will encounter substance abuse and addiction issues in their work with consumers. This course emphasizes the etiology, prevention, assessment, diagnosis, and treatment of substance abuse. Behavioral addictions and dual-diagnosis disorders also will be covered, along with Motivational Interviewing as a treatment approach. This course will use a seminar/discussion format with in-class activities and exercises. Each student is expected to have read assigned readings and be prepared to discuss topics for each class. Course Objectives: A. An understanding and awareness of counseling issues related to substance abuse and behavioral addictions. B. Skill in assessing, diagnosing, and treating problems related to substance abuse and behavioral addictions. C. Awareness and knowledge of how your own beliefs about substance abuse impact your effectiveness as a counselor. D. An understanding of and ability to use Motivational Interviewing.

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Course Requirements: Participation:

50 points

Participation is essential in this seminar. You are expected to attend class and have read the assigned material before coming to each class. Active participation in discussion and class activities also will form the basis for evaluation in this area. Because arriving to class late disrupts the class discussion process, tardiness will be reflected in this part of your grade. Reaction Papers (4 papers, 25 points each)

100 points

You will be required to write a number of Reaction Papers about the reading materials and your views on various related topics. Note that you will be required to attend an AA meeting prior to writing Reaction Paper #3. See the Course Schedule for reaction paper topics. Midterm exam

100 points

Final exam

100 points Total = 350 points

Final Grades Final letter grades will be distributed according to the following: A AB+

93 – 100 90 – 92 87 – 89

B BC+

83 – 86 80 - 82 77 – 79

C CD+

73 – 76 70 - 72 67 - 69

D F

60 - 66 below 60

Academic Honesty: This course follows university guidelines related to academic honesty. In part, these guidelines state: “If a student is thought to be cheating and charges are brought, the process can result in severe consequences, ranging from failure in an individual course to long-term suspension from the university and denial of a degree” (Chico 2009-2011 Course Catalog, p. 639). For more specific information about CSUChico’s academic honesty policies, please review Executive Memorandum 04-36 (available online) and the following sections of the current Chico Course Catalog: Student Judicial Affairs; and University Policies. Any student who engages in academic dishonestly (e.g., plagiarism, cheating, etc.) will receive a failing grade (i.e., an ‘F’) in this course and will be reported to Student Judicial Affairs.

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Class Schedule* (Updated 10/21/2013) * Subject to change with prior notice. ** Readings should be completed before class on the assigned days. Assignments are due on the day they are listed. Week Date Description Readings/Assignments** 1 Aug. 28 Introduction to Course; Model of Change 2 Sept. 4 Models of Addiction Substance Abuse (SA): 1-3 Write: Reaction Paper #1: "What are my beliefs about alcohol and drug addiction: Disease, disorder, or what?" 3 Sept. 11 Cultural/Ethical Issues, and Prevention SA 4-5, 15 4 Sept. 18

Screening and Assessment

SA 6

5 Sept. 25

Diagnosis

6 Oct. 2

Motivational Interviewing (MI): Introduction, and Engaging

7 Oct. 9

MI: Focusing

(On Reserve): DSM5 Substance-Related and Addictive Disorders MI 1-7 (On Reserve): The Johnson model of intervention MI 8-11 Write: Reaction Paper #2: "What is the hardest substance abuse related issue I could imagine a consumer discussing? What makes this issue hard for me?"

8 Oct. 16 9 Oct. 23 10 Oct. 30

Class Cancelled due to instructor illness MI: Focusing (continued) Midterm Exam

11 Nov. 6 12 Nov. 13 13 Nov. 20

MI: Evoking MI: Planning MI: In practice; Other Treatment Approaches

14 Nov. 27 15 Dec. 4

Thanksgiving Break Treatment Groups

*Be sure to visit an AA meeting prior to Week 13! MI 12-18 MI 19-22 MI: 23-26 Read: SA 8-9 Write: Reaction Paper #3: "Was the AA meeting what I expected?" SA 10 (On Reserve): MI(2nd ed.) 25

16 Dec. 11

Dual Diagnosis HIV/AIDS Behavioral Addictions

17 Dec. 18

Final Exam 2:00 – 3:50 (room to be determined)

(On Reserve): MI(2nd ed.) 24 SA 13 SA 14 Write: Reaction Paper #4: Open topic on any substance abuse issue.

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Course Website Website Access. Use your web-browser to access my (non-Blackboard) course website. URL Address: www.csuchico.edu/~palopez Then go to the PSYC-674 page by clicking on: PSYC 674

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Lopez; page 5 Writing Effective Short Papers

Writing papers and grading papers can be very frustrating for the professor and the student. In a course such as this where the student is often writing about very personal issues and the professor is reacting both to personal and professional issues, as well as grammar, etc., it is easy for feelings to be hurt. It is also difficult for the professor to give a great deal of critical feedback. While I want to write positive feedback on every paper it is often easier to just "fix" or circle the mistakes and when time is short I often err by focusing on problems. The purpose of this document is to make this process less painful for everyone. In this document you will find suggestions on writing more effectively as well as the correction marks you can expect to see on your papers. These marks are standardized and used on every paper. Important: These papers are your opportunity to engage in personal exploration of memories, experiences, or issues that may arise in this course. As I grade these papers I will be looking for evidence that some level of self-exploration (and maybe even self-discovery!) is occurring. Accordingly, your papers will be kept both confidential and secure. These papers should not be literature reviews dryly reorganizing and summarizing the course material – such papers will receive low grades. Your paper must be 100% your own work. Do not discuss the planning or writing with anyone else. Do not give or receive help. Type and proofread your own paper. Write your paper from your growing knowledge of the psychological way of looking at the world. Please type (double space) with a margin of at least one inch all around. Use an 11or 12-point font (preferably Times or Arial). Give your paper an appropriate (and interesting!) title as well as the label "Reaction Paper #X" where X is the number of this paper. For example: Users Are Just Losers: What I Thought I Knew About Substance Abuse Reaction Paper #2

If you are like most students, you will find it a challenge to limit yourself to 400 words. This is an important part of the assignment. Your career after graduate school will involve endless paperwork: reports, correspondence, progress notes, managed care forms, etc. The best way to handle this never-ending demand for documentation is to develop quick, efficient writing skills. So, along with self-exploration, a second objective of these writing assignments is to help you work on your writing skills. Start the paper with a clear statement of a main point. Don't waste time on peripheral concerns. Do not restate the question. Your main point should be absolutely clear by the end of the first paragraph. Organize your paper into coherent paragraphs. Each paragraph should contain a recognizable topic sentence. Then you can elaborate with examples, evidence, implications, insights, etc. Make each sentence clear to a NAÏVE Counseling Professional reader: a person who knows about the counseling profession but may not understand jargon or your particular issues without explanation. If you wish to summarize an author's main point (from the readings) do so very briefly and in your own words. Avoid quotations and unnecessary jargon. Define unfamiliar terms.

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Your paper must not exceed 400 words. (If I suspect the paper is too long I will check and deduct points if it exceeds the word limit.) Remember, getting the essentials into 400 words or less is part of this task. Be concise. Edit and rewrite your paper until it is tight, clear, and grammatically correct. (Most of you will need to edit it more than once – I always have to do so with my writing.) I prefer to read these papers without initially knowing who the author is, so please put your name on the BACK of the last page of the paper, along with the number and title of this course and the due date. (If your word processing equipment cannot do this, even if you put the page through twice, then staple a second page, facing backward, to the back of the last page.) ABOVE your name please give full bibliographic references in APA form (although, as noted above, I am not looking for a literature review). BELOW your name please indicate how long it took you to complete this paper (from start to finish of the final draft), how you are feeling about your work in this course, how I can help you to learn more, or any other comments you would like to make. Before You Write Consider these questions: What is your belief about the subject? What is your opinion? Is your belief/opinion based on fact (e.g., research or knowledge), experience, or faith? Has this always been your belief/opinion? If not, when and why did it change? What sources support your opinion? What sources oppose your opinion?

As You Write Remember to write a strong topic sentence early on that clearly states your key idea. Then elaborate on your topic to make it clear to a naïve reader. Don't be afraid to take risks and "invite" your reader into the paper. Make it interesting. Make it a paragraph that, if it caught your eye on your roommate's desk, you would start to read the whole paper. Keep in mind that the standard “5-paragraph" paper that many students think teachers want is actually quite boring to read. The first and last paragraphs should not say what you plan to say and then restate what was said. They should instead "grab" the interest of the reader. They should make the reader want more. They should tease the reader. Feel free to include personal examples or stories told succinctly. Also feel free to use humor. .

See the APA Publication Manual for more information on APA style and writing tips. Also see Strunk and White's The Elements of Style for a concise guide to writing effectively. Note: This handout was adapted from one created by Susan Tobin, Ph.D., who summarized information from the following article: Clanton, G. (1997). A semi-painless way to improve student writing. The NEA Higher Education Journal, 13, 21-30. Washington, DC: NEA.