University of Wisconsin-Whitewater

Curriculum Proposal Form #3

New Course

Effective Term:

Subject Area - Course Number:COUNSED 754Cross-listing:N/A

(See Note #1 below)

Course Title:(Limited to 65 characters)Addiction concerns when working w/children, adolescents & adults

25-Character Abbreviation:

Sponsor(s): Cindy Anderton

Department(s):Counselor Education

College(s):

Consultation took place:NA Yes (list departments and attach consultation sheet)

Departments:

Programs Affected:None

Is paperwork complete for those programs? (Use "Form 2" for Catalog & Academic Report updates)

NA Yeswill be at future meeting

Prerequisites:COUNSED718, COUNSED722,

Grade Basis:Conventional LetterS/NC or Pass/Fail

Course will be offered:Part of Load Above Load

On CampusOff Campus - Location

College:Dept/Area(s):COUNSED

Instructor:David Van Doren

Note: If the course is dual-listed, instructor must be a member of Grad Faculty.

Check if the Course is to Meet Any of the Following:

Technological Literacy Requirement Writing Requirement

Diversity General Education Option:

Note: For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General Education in providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.

Credit/Contact Hours: (per semester)

Total lab hours:32Total lecture hours:16

Number of credits:1.0Total contact hours:48

Can course be taken more than once for credit? (Repeatability)

No Yes If "Yes", answer the following questions:

No of times in major:No of credits in major:

No of times in degree:No of credits in degree:

Revised 10/021 of 7

Proposal Information:(Procedures for form #3)

Course justification:

Students in the school counseling program and higher education program have not been able to fit three credit courses in chemical dependency, violence, and marriage and family into the curriculum. This course will provide a specific focus on addiction which will be helpful for all counselors who are working with children, adolescents and adults. The format allows students in the school counseling and higher education to enhance their knowledge base in this area within their program of studies.

Relationship to program assessment objectives:

Budgetary impact:

This one credit course is taught as a one credit overload

Course description:(50 word limit)

This is an online course focusing on addiction for counselors when working with children, adolescents, and adults in school systems and colleges/universities. Course modules will cover specific topics related to alcohol and other drug abuse; the process of chemical dependency; and the impact of addiction on children, adolescents, and adults.

If dual listed, list graduate level requirements for the following:

1. Content (e.g., What are additional presentation/project requirements?)

2. Intensity (e.g., How are the processes and standards of evaluation different for graduates and undergraduates? )

3. Self-Directed (e.g., How are research expectations differ for graduates and undergraduates?)

Course objectives and tentative course syllabus:

  • Students will know the signs and symptoms of substance abuse in children, adolescents and adults, as well as the signs and symptoms of living in an environment (e.g., home) where substance abuse occurs (Council for Accreditation of Counseling and Related Educational Programs [CACREP], 2009, School Counseling, G. 2.)
  • Students will understand psychological and family (environmental) precursors to addiction (CACREP, 2009, Addiction Counseling, A.8.)
  • Students will examine the impact of alcohol and other drug abuse on family members (CACREP, Addiction Counseling, A.6).
  • Students will examine how counselors can facilitate affect regulation and resiliency (CACREP, 2009, Core, 3.g.; Addiction Counseling, D.2 & D.3).
  • Students will be exposed to a general model of stages of change and develop an understanding of motivational interviewing (CACREP, 2009, Addiction Counseling, D.2).
  • Students will develop an understanding of the role of culture, family, ethnicity, socioeconomic status, gender, and sexual orientation on use/abuse/dependence patterns throughout the life span (CACREP, 2009, Addiction Counseling, E.1.)
  • Students will explore community AODA prevention efforts and the role of the counselor in assessing community needs and implementing prevention efforts (CACREP, 2009, School Counseling, Consultation and Collaboration Section, M.2 & M.5; Student Affairs and College Counseling, Counseling, Prevention and Intervention Section, C.3).

Week 1: Introduction – An overview of addiction

Continuum of use/abuse/dependence, Medical Model of Addiction, Conflicting viewpoints in the field

Week 2: Impact of Alcohol/Chemical Dependency on individuals

Psychosocial Models, Shame/Guilt, Separation/Attachment

Week 3: Impact on those associated with the chemically dependent

Family Issues, Chemical Dependency and the Family System, Growing up in an alcoholic family

Week 4: How counselors can be helpful

Developing affect regulation and resiliency, Stages of change, An introduction to Motivational Interviewing

Week 5: Addressing addiction at different stages

Prevention, Intervention, An overview of treatment and school counselors as support, Relapse Prevention, Anonymous groups

Week 6: Consideration of special issues relate to chemical dependency

Adolescents, Gay, Lesbian, Bisexual, Ethnic Minorities/Cultural aspects, Girls/Women

Bibliography: (Key or essential references only. Normally the bibliography should be no more than one or two pages in length.)

American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing

Burrow-Sanchez, J. J. & Hawken, L. S. (2007). Helping students overcome substance abuse: Effective practices for prevention and intervention. New York, NY: Guilford Press.

Connors, G. J., DiClemente, C. C., Velasquez, M. M. & Donovan, D. M. (2013). Substance abuse treatment and the stages of change: Selecting and planning interventions (2nd ed.). New York, NY: Guilford Press.

DiClemente, C. C. (2003). Addiction and Change: How addictions develop. New York, NY: Guilford Press

Fisher, G. L. & Harrison, T. C. (2012). Substance Abuse: Information for School Counselors, Social Workers, Therapists, and Counselors (5th ed.). Upper Saddle River, NJ: Pearson

Holcomb-McCoy, C. (2007). School counseling to close the achievement gap: A social justice

framework for success. Thousand Oaks, CA: Corwin Press.

Miller W. R. & Rollnick, S. (2012). Motivational Interviewing: Helping People Change (3rd ed.). New York, NY: Guilford Press

Oberleitner, L. M. S., Tzikos, G. K., Zumberg, K. M., & Grekin, E. R. (2011). Psychotropic drug use among college students: Patterns, of use, misuse, and medical monitoring. Journal of American College Health, 59(7), 658-661.

The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Academic Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events (for details please refer to the Schedule of Classes; the “Rights and Responsibilities” section of the Undergraduate Catalog; the Academic Requirements and Policies and the Facilities and Services sections of the Graduate Catalog; and the “Student Academic Disciplinary Procedures (UWS Chapter 14); and the “Student Nonacademic Disciplinary Procedures" (UWS Chapter 17).

Course Objectives and tentative course syllabus with mandatory information(paste syllabus below):

COUNSED 754 Addiction concerns when working with children, adolescents and adults

Primary Text (s):

Connors, G. J., DiClemente, C. C., Velasquez, M. M. & Donovan, D. M. (2013). Substance abuse treatment and the stages of change: Selecting and planning interventions (2nd ed.). New York, NY: Guilford Press.

Oberleitner, L.M.S., Tzikos, G.K., Zumberg, K. M., & Grekin, E. R. (2011). Psychotropic drug use among college students: Patterns, of use, misuse, and medical monitoring. Journal of American College Health, 59(7), 658-661.

*Additional articles on topics related to substance use disorders in children, adolescents, and adults.

Instructor: Cindy Anderton, Ph.D.

Office Hours: As posted relative to semester of offering

Office Location: WH - 6054

Office Telephone: 262-472- 5401

Email:

Course Description: This is an online course focusing on addiction for counselors when working with children, adolescents, and adults in school systems and colleges/universities. Course modules will cover specific topics related to alcohol and other drug abuse; the process of chemical dependency; and the impact of addiction on children, adolescents, and adults.

Objectives:

Students will know the signs and symptoms of substance abuse in children, adolescents and adults, as well as the signs and symptoms of living in an environment (e.g., home) where substance abuse occurs (Council for Accreditation of Counseling and Related Educational Programs [CACREP], 2009, School Counseling, G. 2.)

Students will understand psychological and family (environmental) precursors to addiction (CACREP, 2009, Addiction Counseling, A.8.)

Students will examine the impact of alcohol and other drug abuse on family members (CACREP, Addiction Counseling, A.6).

Students will examine how counselors can facilitate affect regulation and resiliency (CACREP, 2009, Core, 3.g.; Addiction Counseling, D.2 & D.3).

Students will be exposed to a general model of stages of change and develop an understanding of motivational interviewing (CACREP, 2009, Addiction Counseling, D.2).

Students will develop an understanding of the role of culture, family, ethnicity, socioeconomic status, gender, and sexual orientation on use/abuse/dependence patterns throughout the life span (CACREP, 2009, Addiction Counseling, E.1.)

Students will explore community AODA prevention efforts and the role of the counselor in assessing community needs and implementing prevention efforts (CACREP, 2009, School Counseling, Consultation and Collaboration Section, M.2 & M.5; Student Affairs and College Counseling, Counseling, Prevention and Intervention Section, C.3).

Method of instruction: This course will be taught on line. Students will need to read chapters in their text and articles, view presentations, videos and engage in online discussions.

Course requirements: Students will read all assigned readings and view all video presentations. Discussions will be ongoing and each student must participate as a leader of the discussion at some point during the semester and must contribute to the discussions weekly. Each student will write a paper on a specific topic within the area of understanding the impact of addiction on children and adolescents and/or school counseling interventions aimed at addressing addiction in children and adolescents in the school system. An exam will be provided at the end of the course.

  • 16 hours of viewing videos, lectures, and power point presentations on the web
  • 16 hours of required online group discussions
  • 8 hours reading course materials
  • 6 hours writing papers
  • 2 hours exams

Evaluation:

Discussions = 100A = 280B = 250=261

Paper =100 A- = 270-279B- = 240-249

Exam=100B+ = 262-269c = <240

Total =300

Tentative schedules:

Week 1: Introduction – An overview of addiction

Continuum of use/abuse/dependence, Medical Model of Addiction, Conflicting viewpoints in the field

Week 2: Impact of Alcohol/Chemical Dependency on individuals

Psychosocial Models, Shame/Guilt, Separation/Attachment

Week 3: Impact on those associated with the chemically dependent

Family Issues, Chemical Dependency and the Family System, Growing up in an alcoholic family

Week 4: How counselors can be helpful

Developing affect regulation and resiliency , Stages of change, An introduction to Motivational Interviewing

Week 5: Addressing addiction at different stages

Prevention, Intervention, An overview of treatment and school counselors as support, Relapse Prevention, Anonymous groups

Week 6: Consideration of special issues relate to chemical dependency

Adolescents, Gay, Lesbian, Bisexual, Ethnic Minorities/Cultural aspects, Girls/Women

References

American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing

Burrow-Sanchez, J. J. & Hawken, L. S. (2007). Helping students overcome substance abuse: Effective practices for prevention and intervention. New York, NY: Guilford Press.

Connors, G. J., DiClemente, C. C., Velasquez, M. M. & Donovan, D. M. (2013). Substance abuse treatment and the stages of change: Selecting and planning interventions (2nd ed.). New York, NY: Guilford Press.

DiClemente, C. C. (2003). Addiction and Change: How addictions develop. New York, NY: Guilford Press

Fisher, G. L. & Harrison, T. C. (2012). Substance Abuse: Information for School Counselors, Social Workers, Therapists, and Counselors (5th ed.). Upper Saddle River, NJ: Pearson

Holcomb-McCoy, C. (2007). School counseling to close the achievement gap: A social justice

framework for success. Thousand Oaks, CA: Corwin Press.

Miller W. R. & Rollnick, S. (2012). Motivational Interviewing: Helping People Change (3rd ed.). New York, NY: Guilford Press

Oberleitner, L. M. S., Tzikos, G. K., Zumberg, K. M., & Grekin, E. R. (2011). Psychotropic drug use among college students: Patterns, of use, misuse, and medical monitoring. Journal of American College Health, 59(7), 658-661.

University of Wisconsin – Whitewater Policies

The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events. (For details please refer to the Undergraduate and Graduate Timetables; the “Rights and Responsibilities” section of the Undergraduate Bulletin; the Academic Requirements and Policies and the Facilities and Services sections of the Graduate Bulletin; and the “Student Academic Disciplinary Procedures” [UWS Chapter 14]). For more details, see the Provost’s website at . The department supports the codes of ethics published by all professional counseling organizations.

Revised 10/021 of 7