Departmental Summary

Counselor Education

COUN Proposal 1:

Course Title and Credit Number Change for COUN 580

This change is necessary due to accreditation changes in requirements for content in the general counseling area of addictions counseling. We will be adding content to this course which will make the workload a 3-credit load and will cover motivational interviewing content and widen the coverage to addictions other than chemical addictions.

COUN Proposal 2:

Adding a Course: Intimate and Family Relations: COUN 242

We have offered the course requested for two years and it has been a highly popular and important course. It is a course that is compatible and consistent with the mission counselor education programs across academia in that it addresses developmental concerns of late adolescents in the areas of health relationships and families. Further, this course meets a need for both Women’s Studies and Psychology, and both Directors/Chairs have signed off on this request.

Course Form
I. Summary of Proposed Changes
Dept / Program / Counselor Education / Prefix andCourse # / COUN 580
Course Title / Chemical Dependency Counseling
Short Title (max. 26 characters incl. spaces)
Summarize the change(s) proposed
We need to add content to this course, change the name of this course to reflect the additional content, and increase the credits by one. / Due to accreditation requirements, we need to add to this course’s content and coverage of topics. We will be adding materials having to do with all forms of addictions and with certain techniques and approaches to treatment. Therefore, we need to change the name of the course to Addictions Counseling, Motivational Interviewing, and Groups. We need to change the course credits from 2 semester credits to 3 semester credits.
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name / Signature / Date
Requestor: / Rita Sommers-Flanagan / 9-8-10
Phone/ email : /
Program Chair/Director: / Rita Sommers-Flanagan
Other affected programs / None
Dean:
/ Dr. Roberta Evans
Are other departments/programs affected by this modification because of
(a) required courses incl. prerequisites or corequisites,
(b) perceived overlap in content areas
(c) cross-listing of coursework / Please obtain signature(s) from the Chair/Director of any such department/ program (above) before submission

III: To Add a New Course Syllabus and assessment information is required (paste syllabus into section V or attach). Course should have internal coherence and clear focus.

Common Course Numbering Review: Does an equivalent course exist elsewhere in the MUS? Do the proposed abbreviation, number, title and credits align with existing course(s)? Please indicate equivalent course/campus  / YES / NO
Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits, repeatability (if applicable), frequency of offering, prerequisites, and a brief description.)
Justification:How does the course fit with the existing curriculum? Why is it needed?
Are there curricular adjustments to accommodate teaching this course?
Complete for UG courses. (UG courses should be assigned a 400 number).
Describe graduate increment (Reference guidelines:
Fees may be requested only for courses meeting specific conditions determined by the Board of Regents. Please indicate whether this course will be considered for a fee. / YES / NO
If YES, what is the proposed amount of the fee?
Justification:

IV. To Delete or Change an Existing Course – check X all that apply

Deletion / Title
Course Number Change / From: / Level U, UG, G / From:
To: / To:
Description Change / Repeatability
Change in Credits x / From: / 2 / Cross Listing (primary program initiates form)
To: / 3
Prerequisites / Is there a fee associated with the course?
1. Current course information at it appears in catalog G 580 Chemical Dependency Counseling 2 cr. Offered autumn. Prereq., admission to Counselor Education program or consent of instr. Understanding chemical dependency and its treatment. Development of school/community programs for prevention and remediation. Counseling techniques and methods. Understanding the addictive process. / 2. Full and exact entry (as proposed) G 580 Addictions Counseling, Motivational Interviewing, and Groups3 cr. Offered summer. Prereq. admission to Counselor Education program or consent of instr. Understanding addiction processes and treatment. Application of motivational interviewing and other evidence-based interventions in both group and individual contexts.
3. If cross-listed course: secondary program & course number
4. Is this a course with MUS Common Course Numbering? If yes, then will this change eliminate the course’s common course status? Please explain below.
5. Graduate increment if level of course is changed to UG. Reference guidelines at:

(syllabus required in section V) / Have you reviewed the graduate increment
guidelines? Please check (X) space provided.
6. Other programs affected by the change
7. Justification for proposed change

V. Syllabus/Assessment Information

Required for new courses and course change from U to UG. Paste syllabus in field below or attach and send digital copy with form.
OLD SYLLABUS:
UNIVERSITY OF MONTANA
Counselor Education
Counseling 580-Chemical Dependency Counseling
2 Credit Hours
Instructor:Dudley A. Dana, Ph.D., CCDC
Licensed Clinical Psychologist
Licensed Addiction Counselor
Phone: 549-4088
Office hours: By appointment
Course Content and Description:
Chemical Dependency Counseling is an entry level graduate course that provides an overview of the knowledge and skills required to effectively counsel clients with substance abuse problems. Students will develop conceptual knowledge concerning substance abuse etiology, assessment, and treatment through assigned readings, lectures, guest lecturers, and videos.
Course Objectives:
  1. Provide an overview of historical developments in the field of drug and alcohol counseling. Emphasis will be placed on the sociological, and psychological factors that influence families and individuals, and how drug counseling developed to address these issues (CACREP I a).
  2. Provide an overview of the psychopharmacology of certain drugs and the physiological and psychological effects of those chemicals on the brain (CACREP VII g).
  3. Provide an overview of the factors, conditions, antecedents, and criteria to accurately diagnose substance abuse disorders according to the DSM-IV-TR. Emphasis will be placed on psycho-social methods to assess substance abuse (CACREP VII b, g, h).
  4. Introduce basic addiction diagnostic skills by addressing early warning signs, data gathered through interviews, and brief assessment procedures such as the CAGE questions (CACREP VII b, g, h).
  5. Introduce various techniques of intervention and treatment for substance abuse conditions.Emphasis will be placed on an understanding of the following treatment programs and their efficacy: in-patient, out-patient,individual, group, family, self-help, school, and community interventions (CACREP V a-d, g, VI d, e, VIII e).
  6. Increase the understanding of self-help groups such as Alcoholics Anonymous, ALANON,and Narcotics Anonymous. Exploration of these groups' structure, philosophy, and efficacy will be emphasized (CACREP VI d, e).
  7. Understand the dynamics of prevention and addiction processes in school-age children (CACREP III c, d).
  8. Encourage critical evaluation of the alcohol and drug abuse counseling literature (CACREP VIII e).
  9. Increase understanding of age and developmental issues as they pertain to the assessment, treatment, and efficacy of drug abuse counseling, including an emphasis on working effectively with substance using youth (CACREP III c).
  10. Address cultural factors as they relate to assessment, treatment, and efficacy/outcome of drug abuse counseling (CACREP II b-d).
Teaching Methods:
  1. Class lectures
  2. Class discussion
  3. Video presentations
  4. Readings
  5. Experiential learning
Class Outline:
Friday, June 3rd
Introduction, Bill Moyers Video, Feelings Chart, Biopsychosocial Model of Addiction
Saturday, June 4th
Assessment, ASAM, Melody Barnes – Guest Speaker, Treatment Modalities Disease Concept, Relapse Prevention, Motivational Interviewing
Friday, June 10th
Marijuana and Adolescents, Codependency, Dual Diagnosis, Medication
Saturday, June 11th
Families, Community Programming, Prevention, Wrap-up
Course Readings:
This course uses a FACPAC that I have compiled to cover the most relevant chemical dependency content for prospective counselors. The FACPAC is available through the bookstore at The University of Montana. Reading materials are listed at the end of this syllabus (all FACPAC readings are noted with an **).
Course Requirements:
1.Present a paper, up to 5 pages, on the following:
a) List symptoms of addiction
b) Discuss the pros and cons of the disease concept and harm reduction
of treatment. Cite specific research.
2.Attendance at Self-Help Group Meeting and Discussion Paper
Each student will attend one meeting of a 12 step self-help group such as Alcoholics Anonymous, Narcotics Anonymous or Gamblers Anonymous. If you have already attended meetings of a particular self-help group, attend a different group that you are not as familiar with. Other suggestions include Alanon, Adult Children of Alcoholics, Overeaters Anonymous. Call before attending to make sure that you are attending an open (not closed) meeting. Should some ask, be honest about your reasons for being there. People are typically appreciative of your interest in the organization, but remember that you are there to respectfully observe, not interview participants. Above all, respect the anonymity of people you meet there. You may meet people you know, but did not know of their membership. Do not take notes or bring a tape recorder.
Contact
Relevant and Recommended Readings:
**Battjes, R.J., et al., (2004). Evaluation of a group-based substance abuse treatment program for adolescents. Journal of Substance Abuse Treatment, 27, 123-134.
**Brown, H. (1991). Shame and relapse issues with the chemically dependent client. Alcoholism Treatment Quarterly, 8(3), 77-82.
**Coker, J.K. (2001). Four-fold prevention: Strategies to prevent substance abuse among elementary school-aged children. ProfessionalSchool Counseling, 5, 70-74.
**Cook, D. (1991). Shame, attachment, and addictions: Implications for family therapists. Contemporary Family Therapy: An International Journal, 13(5), 405-420.
Doweiko, H. E. (1996). Concepts of chemical dependency (3rd ed.). Pacific Grove, CA: Brooks/Cole.
**Evans, W. M. (1998). Assessment and diagnosis of the substance use disorders (SUDs). Journal of Counseling and Development, 76, 325-333.
**Firestone, R. (1993). The psychodynamics of fantasy, addiction, and addictive attachments. The American Journal of Psychoanalysis.
Fisher, G. L., & Harrison, T. C. (2000). Substance abuse: Information for school counselors, social workers, therapists, and counselors (2nd ed.). Boston: Allyn & Bacon.
**Frestan, J., & Bepko, C. (1993). On lies, secrets, and silence: The multiple levels of denial in addictive families. In E. Inber-Black (Ed.). Secrets in Families & Family Therapy. NY: W.W. Norton.
Friedman, L. Fleming, N. F., Roberts, D. H., & Hyman, S. E. (Eds.) (1996). Source book of substance abuse and addiction. Baltimore, MD: Williams & Wilkins.
Galanter, M., & Kleber, H. D., (1994). The American Psychiatric Press textbook of substance abuse treatment. Washington, D.C.: American Psychiatric Press.
**Lambie, G.W., & Rokutani, L.J. (2002). A systems approach to substance abuse identification and intervention for school counselors. ProfessionalSchool Counseling, 5, 353-359.
Levin, J. D. (1995). Introduction to Alcoholism counseling (2nd ed.). Washington, DC: Taylor & Francis.
Lewis, J. A., Dana, R. Q., & Blevins, G. A. (1994). Substance abuse counseling: An individualized approach (2nd ed.). Pacific Grove, CA: Brooks/Cole.
Peele, S. (1989). Diseasing of America: Addiction treatment out of control. Lexington, MA: Lexington Books.
**Shaffer, H., & Robbins, M. (1991). Manufacturing multiple meanings of addiction: Time-limited realities.Contemporary Family Therapy: An International Journal, 13(5), 387-404.
Stevens-Smith, P., & Smith, R. L. (1998). Substance abuse counseling: Theory and practice. Upper Saddle River, NJ: Prentice Hall.
**Sunderwirth, S., & Milkman, H. (1991). Behavioral and neurochemical commonalities in addiction. Contemporary Family Therapy: An International Journal, 13(5), 421-434.
Classic Texts:
Alcoholics Anonymous World Services. (1976). Alcoholics anonymous (3rd ed.). New York: Author.
Alcoholics Anonymous World Services. (1953). Twelve steps and twelve traditions.New York: Author.
Jellinek, E. M. (1960). The disease concept of alcoholism. New Haven, CT: College & University Press.
Johnson, V. E. (1973). I’ll quit tomorrow. New York: Harper & Row.
Mann, M. (1958). New primer on alcoholism. New York: Holt, Rinehart, & Winston.
Main Journals:
Addictive Behaviors
Alcholoism Treatment Quarterly
American Psychologist
Drug and Alcohol Dependence
Journal of Counseling and Development
Journal of Chemical Dependency Treatment
Journal of Mental Health Counseling
Journal of Psychoactive Drugs
Journal of Substance Abuse Treatment
Quarterly Journal of Studies on Alcohol
The Journal of Drug Issues
NEW SYLLABUS:
UNIVERSITY OF MONTANA
Counselor Education
Counseling 580 (new title: Addictions Counseling, Motivational Interviewing, and Groups)
3 credits
Meeting times:
Instructor:
Office:
Office Hours:
Required Text:
  • Miller, W.R., & Rollnick, S., (2002). Motivational Interviewing: Preparing people for change, Second Ed. New York: Guilford Press. (Please order this text online, e.g., Amazon.com, Guilford press, etc.)
  • Ingersoll, K., Wagner, C.C., & Gharib, S., (2006). Motivational Groups for Community Substance Abuse Programs, Third Ed. Mid-Atlantic Addiction Technology Transfer Center. (Public Domain – downloadable .pdf file available online on Blackboard).
Recommended Text:
  • Frost, Mike, (2008). Motivational Interviewing: Individual and Group Applications in Substance Abuse Counseling. (SOS internship manual – downloadable .pdf file available online on Blackboard).
  • Dimeff, L.A., Baer, J.S., Kivlahan, D.R., & Marlatt, G.A., (1999). Brief Alcohol Screening and Intervention for College Students (BASICS): A harm reduction approach. New York: Guilford Press.
  • Walters, S.T., & Baer, J.S., (2006). Talking with College Students about Alcohol: Motivational strategies for reducing Abuse. New York: Guilford Press.
  • DiClemente, C.C., (2003). New York: Guilford Press. Addiction and Change: How addictions develop and addicted people recover. New York: Guilford Press.
  • Miller, W.R, & Munoz, R.F., (2005). Controlling Your Drinking: Tools to make moderation work for you. New York: Guilford Press.
  • Velasquez, M.M., Maurer, G.G., Crouch, C., DiClemente, C.C., (2001). Group Treatment for Substance Abuse: A stages-of-change therapy manual. New York: Guilford Press.
Course purpose: This course will provide training in addiction studies, motivational interviewing and the application of motivational enhancement techniques in both group and individual treatment modalities. It will examine how to use various therapeutic orientations and tools to address addictions. While the course has broad applications, it is also intended to prepare students for an advanced internship with The University of Montana’s Self Over Substance Program or with Turning Point, addictions treatment program at Western Montana Mental Health Center.
Course Objectives and Outcomes:
  1. Learn motivational interviewing strategies and techniques to overcome client resistance to change and enhance the client’s intrinsic motivation.
  2. Understand the Transtheoretical Model of Change.
  3. Employ motivational interviewing in a two-session substance abuse intervention utilizing the “BASICS” model (Brief Alcohol Screening and Intervention for College Students) and a single session “SBIRT” (Screening, Brief Intervention and Referral to Treatment).
  4. Examine guidelines for converting individually-based motivational counseling techniques for use in groups, and vice versa.
  5. Learn the format and content for motivational enhancement substance abuse intervention groups, as well as in addressing other addictions.
  6. Learn alternative techniques and philosophies and be able to compare and contract efficacy.
  7. Provide an overview of historical developments in the field of drug and alcohol counseling. Emphasis will be placed on the sociological, and psychological factors that influence families and individuals, and how drug counseling developed to address these issues (CACREP I a).
  8. Provide an overview of the psychopharmacology of certain drugs and the physiological and psychological effects of those chemicals on the brain (CACREP VII g).
  9. Provide an overview of the factors, conditions, antecedents, and criteria to accurately diagnose substance abuse disorders according to the DSM-IV-TR. Emphasis will be placed on psycho-social methods to assess substance abuse (CACREP VII b, g, h).
  10. Introduce basic addiction diagnostic skills by addressing early warning signs, data gathered through interviews, and brief assessment procedures such as the CAGE questions (CACREP VII b, g, h).
  11. Introduce various techniques of intervention and treatment for substance abuse conditions. Emphasis will be placed on an understanding of the following treatment programs and their efficacy: in-patient, out-patient, individual, group, family, self-help, school, and community interventions (CACREP V a-d, g, VI d, e, VIII e).
  12. Increase the understanding of self-help groups such as Alcoholics Anonymous, ALANON, and Narcotics Anonymous. Exploration of these groups' structure, philosophy, and efficacy will be emphasized (CACREP VI d, e).
  13. Understand the dynamics of prevention and addiction processes in school-age children (CACREP III c, d).
  14. Encourage critical evaluation of the alcohol and drug abuse counseling literature (CACREP VIII e).
  15. Increase understanding of age and developmental issues as they pertain to the assessment, treatment, and efficacy of drug abuse counseling, including an emphasis on working effectively with substance using youth (CACREP III c).
  16. Address cultural factors as they relate to assessment, treatment, and efficacy/outcome of drug abuse counseling (CACREP II b-d).
Instructional Method: This will be an online/classroom hybrid seminar course that utilizes lecture, discussion (in class and Blackboard), role-plays, video case studies, and applied group facilitation. Students will be expected to read and discuss the required textsonline via Blackboard. The class meetings in person will focus on skill development.
Student performance evaluation criteria and procedures
  • Online:
  • Complete the five learning modules on Blackboard (required reading with posted discussion): 20 points per module (total 100 points)
  • Exam: 25 points
  • Classroom attendance and participation: 40 points
  • Complete required role play interviews: 30 points
  • Participate in a 2-hour mock-seminar: 30 points
  • 3-5 page paper on the application of motivational interviewing to an issue of your choice, e.g., eating disorders, domestic violence, addictions, medication compliance, self-injurious behavior, diabetes, etc.: 75 points
  • Late papers will automatically lose 10 points. Each hour of missed class will lose 25 points. University policies on cheating will be enforced. Plagiarism, use of already-produced papers, copying, or using other’s work will result in failing the course and possible Program-level disciplinary action.
Presention/ debate: 25 points (to be further developed)
a) List symptoms of addiction
b) Discuss the pros and cons of the disease concept and harm reduction
of treatment. Cite specific research.
Attendance at Self-Help Group Meeting and Discussion Paper: 25 points
Each student will attend one meeting of a 12 step self-help group such as Alcoholics Anonymous, Narcotics Anonymous or Gamblers Anonymous. If you have already attended meetings of a particular self-help group, attend a different group that you are not as familiar with. Other suggestions include Alanon, Adult Children of Alcoholics, Overeaters Anonymous. Call before attending to make sure that you are attending an open (not closed) meeting. Should some ask, be honest about your reasons for being there. People are typically appreciative of your interest in the organization, but remember that you are there to respectfully observe, not interview participants. Above all, respect the anonymity of people you meet there. You may meet people you know, but did not know of their membership. Do not take notes or bring a tape recorder.