HUSR 436 Family Addiction Dynamics

Standard / How course meets standards
CSHSE Standard 11.1. c.
Historical and current legislation
affecting services delivery.
CSHSE Standard 11.1.d.
How public and private attitudes influence
Legislation and the interpretation of policies. / This course reviews current laws as they apply to society and the individual related to drug use. The course also teaches the current laws as they apply to mental health practitioners in regards to ethics, confidentiality and malpractice.
The course addresses public and private attitudes that effect treatment delivery, availability and insurance coverage.
CSHSE Standard 12.b. (1) How small groups are used in Human services settings.
CSHSE Standard 12.b. (2) Theories of Group Dynamics.
CSHSE Standard 12.b.(3) Group facilitation skills.
CSHSE Standard 12.e. Changing family structures. / The 436 course is presented with a combination of theory, personal papers, applicable text books and active role play that educates student on group dynamics and facilitation of groups for families affected by behavioral disorders.
The course reviews the survival roles that family members and children take on when affected by active addiction/behavioral disorders. Further, the course is based on applied techniques that train students how to educate and treat family members whom are engaged in a pattern of self -harming behavior.
CSHSE Standard 13.b. The range of populations served and needs addressed by human services professionals.
CSHSE Standards 13.c. The major models used to conceptualize and integrate prevention, maintenance, intervention, rehabilitation, and healthy functioning. / The 436 course serves to enlighten students to the different cultural, gender, trauma and sexual orientation issues that create the need for a comprehensive and culturally sensitive treatment approach.
The courses serves to inform students of the diverse styles of treatment available to serve this population and how to create a seamless continuity of care for each individual within the affected family system.
CSHSE Standard 14. a. Obtaining information through interviewing, active listening, consultation with others, library or other research, and the observation of clients and systems.
CSHSE Standard 14. d. Applying maintenance of client confidentiality and appropriate use of client data. / The course is heavily weighted on training for motivational interviewing techniques, screening and assessment in conjunction with basic attending and crisis interventionskills for family counselors and social workers.
The students are educated on current HIIPPA laws and ethical protection of client charts, confidentiality and personal information.
CSHSE Standard 15.a. Analysis and assessment of the needs of clients or client groups.
CSHSE Standard 15.b. Development of goals, design, and implementation of a plan of action.
CSHSE Standard 15.c. Evaluation of the outcomes of the plan and the impact on the client or client group. / The course teaches Adlerianpsychosocial assessment techniques employing motivational interviewing and aperson-centered approach.
The course teaches students how to create a comprehensive treatment plan in partnership with the family members. The treatment plan includes a continuing care plan of action and referral to community resources.
Students are taught the SMART method of treatment planning and evaluation.
CSHSE Standard 16. b. Skills to facilitate appropriate direct services and interventions related to specific client or client group goals.
CSHSE Standard 16. c. (4) Group facilitation and counseling.
CSHSE Standard 16. c. Developing skills in: case management, intake, individual counseling, group counseling, referral and consultation. / The course trains students in the delivery of multiple group styles typically encountered in SUD treatment centers including: relapse prevention, psychoeducational and multi-family groups.
Students are taught the basic skills for case management, charting, intake assessment, brief interventions and referral to appropriate levels of care, allied health professionals, agencies and community support groups.
CSHSE Standard 17. a. Clarifying expectations.
CSHSE Standard 17. b. Dealing effectively with conflict.
CSHSE Standard 17. c. Establishing rapport with clients.
CSHSE Standard 17. d.Maintaining behaviors that are or are not congruent with the ethics of the profession. / The course trains students in the skills of building rapport through motivational interviewing, group member linking, communication skills training along with personal and professional boundary setting.
Students are involved in role playing vignettes that illuminate possible ethical conflicts common to SUD counseling settings. Students are educated regarding their own codependency issues and how to detect and address countertransference and burn out.
CSHSE Standard 19. b. Client self-determination.
CSHSE Standard 19. c. Confidentiality of information.
CSHSE Standard 19. d. The worth and uniqueness of individuals including culture,ethnicity, race, class, gender, religion, ability, sexual orientation, and other expressions of diversity.
CSHSE Standard 19. e. Belief that individuals, service systems, and society can change.
CSHSE Standard 19. g. Appropriate professional boundaries. / The 436 course is based on a humanistic approach that addresses each client’s dignity and right for equal and professional care from counselors. Students are taught to meet the client where they are and to not impose their own personal values or beliefs on the client or their family members.
Students learn of the cultural issues, values and norms that may affect the families’ ability to engage and benefit from treatment.
Each student is taught “to hold the hope for the hopeless “and to encourage each client and individual family member to strive towards a healthy and dignified lifestyle.
Students are engaged in boundary setting role plays and educated on scope of practice consideration and the ethical guidelines that apply to SUD family counseling.
CSHSE Standard 20. c. Awareness of diversity. / Students are educated on the diverse religious, sexual, cultural, gender, socioeconomic issues that may affect client outcomes and ability to benefit.