KEANUNIVERSITY

UNION, NEW JERSEY

FALL 2007

COURSE TITLE

COORDINATING ALCOHOL, TOBACCO, AND DRUG ABUSE PROGRAMS AND SERVICES

Instructor:Dr. Randie FielderOffice: after class or conference room

OfficePhone: 201-599-7200Home phone: 973-225-9495 (after 4pm)

Email: (Work) or

Office Hours: after class

(other times by appt.)

Course NumberCED 5502-01

Semester HoursThree

Pre-requisitesCED 5501

Limitation on Enrollment20

Catalog Description: An overview of the responsibilities of the Substance Awareness Coordinator, including programming, prevention, training, counseling, intervention, and referral in schools and communities. Pre-requisite: CED 5501

In order to ensure full class participation, any student requiring special accommodation (e.g., tape recorder, special adaptive equipment, note taking or other devices) is strongly encouraged to inform the instructor and provide appropriate documentation prior to or at the beginning of the course.

  1. Course Objectives

Students will achieve growth becoming informed, dynamic professionals by demonstrating knowledge in the coordination and delivery of prevention, intervention and referral services in a school setting. The students will:

  1. Explain the scope of the responsibilities and requirements of the Substance Awareness Coordinator (SAC) in a school district
  1. Describe how organizing and coordinating intervention, crisis intervention, and referral services will address the needs of at risk students
  1. Identify research-based primary intervention programs applicable to the school settings
  1. Investigate models for early identification of alcohol and drug abuse
  1. Demonstrate alcohol and drug abuse assessment procedures
  1. Employ alcohol and drug abuse intervention strategies
  1. Understand the counseling and prevention needs of specific populations
  1. Describe consultation, referral and coordination procedures
  1. Plan, implement, and evaluate staff development and training programs, prevention, early intervention, intervention and referral

Faculty expectations of learners

In order to take full advantage of the experiences and resources Kean has to offer, learners are expected tomanage and direct their academic progress with support and guidance from faculty. To acquire knowledge and build skills, learners are expected to:

• read and become familiar with the course syllabus and expectations;

• keep up with assignments and readings;

• ask for clarification about material or course expectations;

Learners are reminded to treat faculty and others with the professional courtesy they deserve as directed in the student Code of Conduct.

  1. Course Outline

A. Scope and responsibilities of the substance awareness coordinator

  1. Appropriate state laws and Administrative Code giving specific authority to the SAC and program mandates
  2. Organizing and coordinating comprehensive alcohol and drug programs in the school and community
  3. Systems approach to integrating various components of a comprehensive student assistance program.
  4. Conducting professional development programs for school staff (e.g., alcohol and drug abuse, related school law, code, New Jersey Core Content Curriculum Standards, school referral and intervention policies, and the student assistance services)
  5. Organizing and implementing multidisciplinary intervention teams in the school and district

B. Organizing and coordinating Intervention And Referral Services (I&RS) for at risk students

  1. Structure of the Intervention & Referral Services program
  2. New Jersey Department of Education’s Intervention and Referral Services model
  3. Scope of the types of problems addressed
  4. Developing intervention strategies
  5. Evaluating program success
  1. Research-based primary prevention program models

1. Models of developmentally appropriate chemical health curriculum

consistent with New Jersey Core Content Curriculum Standards

2. Program objectives

  1. Types of programs
  2. Community involvement
  3. Secondary and tertiary prevention
  4. Measuring effectiveness
  1. Early identification models

1. Methods and procedures

2. Symptom identification

  1. Behavioral methods
  2. Testing
  3. Roles of school personnel
  4. Counselors
  5. Teachers
  6. Administrators

6. Parent involvement

7. Community involvement

  1. Overview of assessment procedures

1. Pre-assessment procedures

2. Assessment procedures

3. Screening instruments

  1. Screening interviews
  2. behavioral assessment
  3. school, parent and community roles
  1. Intervention strategies

1. Early intervention strategies

2. Data gathering

3. Typical methods

4. Addressing avoidance and denial

  1. Individual counseling interventions
  2. developing a treatment plan
  3. counseling skills and techniques
  4. Group counseling interventions
  5. Family counseling interventions
  1. Specific populations

1. Children

2. Adolescents

  1. Gender differences

4. Ethnic minorities

5. Students with disabilities

a. physical conditions

b. learning and emotional conditions (IDEA & 504)

H. Referral procedures

1. Types of referrals

2. Referral patterns

3. Community agencies

4. Treatment and support groups

5. Re-entry procedures and programs following treatment

I. Staff development and training programs

1. Designing programs for target audiences

2. Devaluation approaches for programs

  1. Selecting and implementing research based prevention programs

4. Implementing early intervention approaches

5. Providing intervention and referral processes

  1. Methods of Instruction
  1. Lecture and discussion
  2. Small group Intervention and Referral Services case studies of alcohol or drug involved students
  3. Field visits to treatment facilities
  4. Field visits with currently employed Substance Awareness Coordinators
  5. In-class demonstration and role play of skills in simulated counseling situations
  6. Small group collaborative learning on preparing a case for presentation to the Intervention and Referral Services program.
  7. Small group collaborative learning on preparing and implementing prevention programs in the school.
  1. Methods of Evaluation_____ Possible Points

A. Written interview of a Substance Awareness Coordinator 30

Due February 10, 2007

B. Submission of a written staff development workshop plan 20

Due February 24, 2007

C. Presentation to class of a comprehensive treatment plan developed for a simulated case after visiting treatment resources 50

Due March 3, 2007

D. Small Group presentation of prevention program implementation50

Program must be scientifically proven as approved by No Child Left Behind, Title IVSafe and DrugFreeSchoolsor approved by instructor

Due March 31, 2007

E. Paper discussing an issue related to the Student Assistance Counselor. 100

Paper to be presented must be 7-10 pages in APA format.

Topic Due March 10th

Outline Due April 12th

PAPER DUEApril 19, 2007

F. Homeworkbased on assigned readings that will show thoughtful analysis of presented material. 2 pages with at least 2 other resources. APA format 10 each

#1 Chapter 1-4 (Monti) What theory of development do you feel best describes the development of at risk behavior? Feb. 3, 2007

#2 Chapter 5-7 (Monti) Which style of brief intervention do you feel would be most effective in dealing with at risk youth? Feb 10, 2007

Total Possible Points= 270

Attendance: classroom attendance is required and students are expected to participate in classroom discussions. Failure to attend or come to class on time may result in a loss of points.

Scholastic Dishonesty: Failure to maintain academic integrity include but, are not limited to, cheating on a test or exam, plagiarism and other unauthorized forms of collaborations with another are strictly prohibited. Such allegations will be subject to a withdrawal from class, a failing grade and may be subject to a hearing before the student review board. Students are expected to submit academic work that truly reflects their own thoughts and self expression. Students are expected to follow all policies and procedures as described in the student handbook.

Required Texts:

Monti, P. M., Colby, S. M., & O’Leary, T. A. (2004). Adolescents, alcohol and substance abuse: Reaching teens through brief interventions.New York: Guilford.

Webber, J., Bass, D., & Yep, R. (Eds.). (2004). Terrorism, trauma & tragedies: A counselor’s guide to preparing & responding.Alexandria, VA: American Counseling Association Foundation.

Articles

The NationalCenter on Addiction & Substance Abuse at ColumbiaUniversity (2001). Malignant neglect: Substance abuse & America’s schools. New York: Author.

Krzanowski, M.S. (2001). Nine SAP components. Retrieved January 1, 2004 from

Robertson, E.B., David, S.L., & Rao, S.A. (2003). Preventing drug use among children

and adolescents: A research-based guide for parents, educators, and community

leaders, 2nd edition. Retrieved January 20, 2004 from

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American Psychological Association. (2004). Publication manual of the American

Psychological Association (5th ed.). Washington, DC: Author.

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental

Disorders (4th ed.-TR). Washington, DC: Author.

Stevens, S. J. & Morral, A.R. (2002). Adolescent substance abuse treatment in the

United States: Exemplary models from a national study. Binghamton, NY: Haworth

Press.

Wagner, E.F., & Waldron, H.B. (2001). Innovations in adolescent substance abuse

intervention. Oxford, UK: Elsevier.

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