Wake Forest University Department of Counseling

CNS 765: Addictions Counseling
Fall-2 2024


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Syllabus Contents

Course Faculty

Lead Faculty: Dr. Philip Clarke

Email: clarkepb@wfu.edu

Lead Faculty: Dr. Sharon Jones

Email: joneshar@wfu.edu

Course Description

This course is an entry level introduction to substance use disorder counseling, based on theory, research, and application. Thus, it is structured to provide the student with a broad array of information drawn from theoretical formulations, research findings and practical/clinical application. The goal for this class is to facilitate learning by introducing such concepts as pharmacological issues and terminology, models of addiction, theories on etiology, diagnosis and assessment, and numerous evidence based treatment strategies. The emphasis of the course will also be on clinical application, exploring interventions such as motivational interviewing, relapse prevention, developmental models of addiction, experiential activities, family based interventions, and 12-step self-help groups. Clinical application will be taught via small lecture, case studies, video, and role play. Usually, for any given topic conceptual and theoretical information will be presented first, followed by application via case studies and video. I encourage students to be actively engaged in the learning process, and participation in mutual help groups, abstinence contracts, video analysis, etc. is expected.

Course Objectives

Upon completion of this course, students will be able to:

  1. To assist students in their understanding of problematic substance use and its extensive and multifaceted impact on the individual, family, and society. Conceptualize the variety of individuals who present with problematic substance use, verbalize and detect the signs and symptoms of substance use disorders, and be familiar with assessment devices and differential diagnostic criteria. (CACREP 3.G.12, 5.A.2)
  2. Group substances in their appropriate psychopharmacological categories and identify their medical effects and other distinct consequences. (CACREP 5.A.1, 5.A.3)
  3. To instruct students in several models and formulations of addiction, including traditional theories on etiology. Apply the stages of change process as well as motivational strategies to handle resistance. Clinical application from a variety of perspectives will be discussed and practiced, including individual, group, family, and 12-step self-help groups. (CACREP 5.A.2, 5.A.4, 5.A.5, 5.A.6, 5.A.9)
  4. To inform students about the levels of care in addiction counseling and the criteria for matching client treatment needs to the appropriate level of care. (CACREP 5.A.8)

Course Materials

Readings refer only to the textbook(s), Course Reserves, WFU library readings, or scholarly articles. Refer to the course for all other instructional content (websites, lectures, videos, interactive activities, etc.)

Note: This books can be accessed for free through the WFU library.

Required Readings

Additional Materials

Webcam.

Live Sessions

Students will find the day and time in the course:

Live Sessions are not mandatory, but student attendance is encouraged.

Methods of Instruction

Instructional methods in this course include lectures, discussions, case studies, experiential activities related to the course content, and other interactive activities.

Instructor Interactions

Apart from clinical courses, WFU online courses are primarily asynchronous in nature, meaning students and instructors can engage with the learning materials at different times. There are a few notable exceptions, however, such as live sessions, office hours, and triad work (skills courses). For the asynchronous portions of our courses, students interact with instructors through virtual discussion boards, weekly video and/or written announcements, email communications, and formative and summative feedback on assignments. For the synchronous portions of our courses, students interact with lead instructors in weekly, recorded live sessions, and with practitioner instructors in office hours. Regarding live sessions, lead instructors meet virtually with students one hour per week in which they present on a topic related to the learning material for the week, as well as answer questions that students have about the course material or assignments. In office hours, practitioner instructors answer students’ questions about course content and assignments. They also, at times, present on topics related to that week’s lessons.

In clinical courses, university supervisors interact with students primarily through individual/triadic and group supervision sessions. University supervisors also monitor students’ time logs, review required practicum and internship documents, evaluate their counseling session recordings and writeups, and submit midterm and final evaluations related to students’ counseling skills development, as well as their professional dispositions and behaviors development.

Assessments

This section provides an overview of the items due during this course. See the Course Schedule for additional details.

Assignments and Midterm Exam

These are the assignments and discussions that will be completed and submitted throughout the duration of the course

Assignment 1.1: Week 1 Private Blog

For this assignment, students will respond to specific prompts for their private blog.

Assignment 1.2: Assessing Models of Addiction (CACREP 5-A.A.5, 3.C.5)

For this assignment, students will watch the video of Allen's personal story, identify what models of addiction they hear in Allen's story, and provide a rationale for their response, including quotes and content from the video that illustrate the critical points.

Assignment 1.3: Abstinence Contract

For this assignment, students will abstain from a habit, substance, or behavior for a specific period of time. The purpose of the abstinence contract is to simulate in a very small way the experience of making a challenging change involving abstaining from something.

Assignment 2.1: Counselors Conducting Substance Use Assessment (CACREP 3.G.12)

For this assignment, students will watch two video clips and respond to a few specific prompts.

Assignment 2.2: Abstinence Contract Blog Post

For this assignment, students will respond to specific prompts for their private blog.

Assignment 3.1: Abstinence Contract and Mutual Help Group Private Blog (CACREP 5-A.A.9)

For this assignment, students will respond to specific prompts for their private blog.

Assignment 3.3: Research Paper

For this assignment, students will explore in greater depth a topic in substance use disorder counseling that they find interesting, write a four to five pages, and include three to five articles from professional, peer-reviewed counseling and psychology-based journals. The goal is to study a current issue in substance use today and discuss implications for treatment strategies presented in the literature.

Assignment 3.4: Co-Occurring Disorders (CACREP 5-A.A.8)

For this assignment, students will respond to specific prompts in a written submission.

Test 4.1: Midterm Exam

For this exam, students will answer 60 multiple-choice questions and 1 essay question in a two hour window. The exam is an open-book/open-note exam. This means that students can utilize their textbook, lectures/PowerPoints, supplementary readings, and notes during the exam.

Assignment 4.1: Families and Addiction (CACREP 5-A.A.1, 5-A.A.9)

For this assignment, students will review family case studies and respond to the prompts in the media activity.

Assignment 4.2: Abstinence Contract Private Blog

For this assignment, students will respond to specific prompts for their private blog.

Assignment 5.1: Motivational Interviewing Processes (CACREP 5-A.A.4)

For this assignment, students will watch two video clips and respond to a few specific prompts.

Assignment 5.3: Abstinence Contract Private Blog

For this assignment, students will respond to specific prompts for their private blog.

Assignment 6.1: Relapse Prevention (CACREP 5-A.A.4)

For this assignment, students will watch a video clip and respond to a few specific prompts.

Assignment 6.3: Abstinence Contract and Mutual Help Group Private Blog (CACREP 5-A.A.9)

For this assignment, students will respond to specific prompts for their private blog.

Assignment 7.1: Week 7 Private Blog

For this assignment, students will respond to specific prompts for their private blog.

Assignment 7.3: Final Case Study Paper (CACREP 3.C.5, 3.G.12, 5-A.A.1, 5-A.A.4, 5-A.A.5, 5-A.A.6, 5-A.A.8)

For this assignment, students will submit a case study final paper as an integrative assignment entailing a specific narrative (either biography or a movie). Students will be graded on the Conceptualization of the Client (two pages), Screening and Assessments (two pages), Counseling Strategies (two pages), and the Modes of Treatment (one page). The case study must include terms, concepts, and ideas learned in this course and should conform to APA guidelines, which can be found in the APA publication manual (6th edition).

Late Work

Students are encouraged to make the same effort to submit all assignments on time that they would use in the workplace. It is, however, understood that sometimes circumstances arise that are beyond our control. To request an extension, students should contact their Lead Faculty as soon as a problem is identified to provide details and determine a realistic deadline. Assignments submitted late without prior approval will not be eligible for full credit.

Unless arrangements have been made, students who submit late assignments will receive a 10% grade deduction for each day beyond the due date.

Grading Policies

This table details the grade points and/or percentages of each assignment.

Grading
Assignment Points Possible Percentage
Assignments 540 58%
Blogs 135 15%
Midterm Exam 250 27%
Total 925 100%

Grading Scale

This table lists the letter grade corresponding to ranges of points.

Final grading is at the discretion of the faculty.

Grading Scale
Letter Grade Percentage
A 93–100
A− 90–92
B+ 87–89
B 83–86
B− 80–82
C+ 77–79
C 70–76
F 0–69

Academic Policies

Every student is required to practice and adhere to the principle of academic integrity while undertaking studies with Wake Forest University. Maintaining academic integrity is considered an essential academic standard of every graduate course and program. The University does not tolerate academic dishonesty.

The graduate faculty at Wake Forest has adopted a formal honor code to provide guidance for student conduct with respect to academic pursuits. Read the Graduate Student Academic Honor Code (PDF).

Academic dishonesty may be an academic issue or a disciplinary issue, or both, depending on its pervasiveness and/or severity. Any student engaged in academic dishonesty may face reprimand, disciplinary warning, a lowered or failing grade(s), and/or probation or suspension from the course, academic program, or University; or expulsion from the University.

The list that follows includes examples, although not all-inclusive, of academic dishonesty:

For the complete academic honesty policy and tips to avoid plagiarism, as well as further information on all academic policies, including the policies for adding and dropping a course, requesting a grade of incomplete, academic probation, termination of enrollment, reinstatement, and student and faculty expectations, see the Wake Forest University Student Handbook.

Synchronous Class Recording Notice

In accordance with Wake Forest University's policy regarding class recordings, be mindful of this information:

Academic Engagement and Monitoring

It is very important that students actively engage in class discussions, and that students communicate in a timely manner with their instructors if unforeseen circumstances negatively affect their academic engagement. WFU monitors student academic engagement through student activity in the course, much of which can be monitored automatically in Canvas (e.g., logging into the course in Canvas, participating in discussion boards, submitting assignments, reviewing learning materials in the modules); attending live sessions, office hours, and individual/triadic/group supervision sessions; and communicating by phone or email with instructors. If an entire week passes without a student submission of an assignment and/or no contact is made with instructors, the following will occur:

Technical Requirements

Identify the minimum device configuration requirements for this institution.

Help Desk Support

Assistance to resolve technical problems is available 24/7, 365 days a year.

Students can access the Help Desk at: Wake Forest Help Desk.

Help Desk services are restricted primarily to problems associated with the functionality of the course delivery platform. Responsibilities include:

Sometimes students may not be sure whether a problem they are having is caused by their computer system or the online learning management system. The Help Desk will help students figure out where the problem lies and attempt to resolve issues immediately. However, some highly advanced hardware issues may require additional assistance. If this is the case, the Help Desk may suggest seeking assistance from a local computer repair establishment.

Canvas Support

Call a Canvas Expert: 833.383.5792

For Canvas technical support, select the Help icon in the navigation bar, where students will find several options including:

When submitting a ticket, be as specific as possible in the description of the issue. Include the name of the course and the date the issue occurred, the browser being used and, if possible, screenshots to help Canvas support personnel troubleshoot the issue and expedite service.

Note: Lead Faculty and PIs do not provide Canvas support.

AskDeac Help Desk

AskDeac services include most technology issues outside of the scope of course delivery. Common requests include assistance setting up a VPN, setting up a WFU Zoom account, using Google Drive, and resetting WFU email passwords.

Assistance to resolve technical issues is available through Email or Live Chat from 8:00 a.m. to 9:00 p.m. EST, Monday through Friday. Phone support is available from 8:00 a.m. to 5:00 p.m. EST, Monday through Friday.

Access AskDeac at: AskDeac.

Diversity, Equity, and Inclusion

Wake Forest University is committed to supporting diversity, equity, and inclusion. The Office of Diversity and Inclusion provides campus resources such as the Intercultural Center, LGBTQ Center, Women’s Center, and more. Locate these on the webpage under Affinity & Support.

To learn more about WFU’s commitment to diversity, equity, inclusion read the Non-Discrimination Statement and policy on Non-Discrimination on the Basis of Disability.

Pro Humanitate—As a part of the Wake Forest community, the faculty and staff of the Department of Counseling fully embrace the concept of Pro Humanitate. In each of our classes (graduate, undergraduate, face-to-face and virtual), we strive to affirm every person and every identity including but not limited to gender identity, affectional orientation, language, national origin, color, race, disability, sex, religion, creed, and ancestry. We embrace the development of critical thinkers that consistently aspire to become culturally responsive and encourage you to challenge your own biases while developing the necessary skills to enter your chosen profession. Further, the faculty and staff will promote the Realizing Inclusion, Diversity, and Equity (R.I.D.E.) framework in our teaching, research, supervision and advising. We hope that you will join us along this journey, with a commitment to advocacy and social justice in both your personal and professional lives. Pro Humanitate, to better the lives of all humans!

Accessibility and Special Accommodations

Wake Forest strives to provide equal access for all learners. Learning content contained within the Canvas Learning Management System is designed to meet the Web Content Accessibility Guidelines (WCAG) 2.1 AA developed by the World Wide Web Consortium (W3C) and Section 508 of the Rehabilitation Act. Throughout our course development process, we test the capabilities of our learning content against these standards.

Wake Forest University recognizes its responsibility for creating an institutional climate in which students with differing needs and abilities can thrive.

Along with the mission of the Division of Student Life, Disability Services exists to enable students with disabilities to experience equal access to the academic, social, and recreational activities and programs at Wake Forest University. To achieve this goal, the Center for Learning, Access, and Student Success (CLASS) is available to offer academic support for all Wake Forest Students. CLASS staff works with students, faculty, and staff to implement services and accommodations that are in accordance with both state and federal laws and our own commitment to this goal.

If a student has a disability that may require an accommodation for taking this course, use the Student Portal Login located on the Center for Learning, Access, and Student Success (CLASS) website. Alternatively, contact the Center for Learning, Access, and Student Success at the contact information provided.

Contact Information:

118 Reynolda Hall, WFU
Winston-Salem, NC, 27109
Phone: 336-758-5929
Email: class@wfu.edu

Emergency Contingency Plan

Disaster Planning/Catastrophic Event Policy: In the event the University calendar is disrupted by disaster or catastrophic event, please continue with the assigned lessons and adhere to the due dates of assignments and discussions. The instructor will be available by email or by phone, unless the internet or phone is inaccessible.

Course Schedule

The course week runs from Monday (Day 1) to Sunday (Day 7). Due dates for assignments and discussions are stated in day numbers. Unless otherwise noted, all assessments are due by 11:59 p.m. E.T. on the designated day.

There will be Live Sessions and Office Hours each week unless otherwise communicated. Students will find the day and time in the course:

Please Note: Readings refer only to the textbook(s), Course Reserves, WFU library readings, or scholarly articles. Refer to the course for all other instructional content (websites, lectures, videos, interactive activities, etc.)

Week 1: Understanding Substances and Conceptualizations of Addiction (October 14 – October 20)

Week 1 Schedule
Lesson Readings Blogs Assignments Quizzes/Exams
Lesson 1: Substances of Addiction

Meets CACREP Standard(s): 3.C.5, 5-A.A.1, 5-A.A.9

Read the following in the Miller, Forcehimes, and Zweben text:

  • Chapter 1, "Why Treat Addiction?"
  • Chapter 3, "How Do Drugs Work?"
  • Chapter 17, "Mutual Help Groups"
 Assignment 1.1: Week 1 Private Blog (Due Day 7)

None

 None
Lesson 2: Models of Addiction

Meets CACREP Standard(s): 3.C.5, 5-A.A.5

Read the following in the Miller, Forcehimes, and Zweben text:

Chapter 2, "What is Addiction?"

 None Assignment 1.2: Assessing Models of Addiction (Due Day 7)

Assignment 1.3: Abstinence Contract (Due Day 7)		 None

Week 2: Formulations of Addiction and Overview of Assessment (October 21 – October 27)

Week 2 Schedule
Lesson Readings Blogs Assignments Quizzes/Exams
Lesson 1: Formulations of Addiction

Meets CACREP Standard(s): 3.C.5, 5-A.A.9

Read the following chapters from Alcoholics Anonymous's Big Book:

  • Chapter 2, "There Is a Solution"
  • Chapter 3, "More on Alcoholism"
 None None None
Lesson 2: Screening and Assessment of Substance Use

Meets CACREP Standard(s): 3.G.12

Read the following in the Miller, Forcehimes, and Zweben text:

Chapter 5, "Screening, Evaluation, and Diagnosis"

 Assignment 2.2: Abstinence Contract Blog (Due Day 7) Assignment 2.1: Counselors Conducting Substance Use Assessment (Due Day 7) None

Week 3: Levels of Care, Harm Reduction, and Co-Occurring Disorders (October 28 – November 3)

Week 3 Schedule
Lesson Readings Blogs Assignments Quizzes/Exams
Lesson 1: Levels of Care and Harm Reduction

Meets CACREP Standard(s): 5-A.A.8, 5-A.A.6

Read the following in the Miller, Forcehimes, and Zweben text:

  • Chapter 6, "Withdrawal Management and Health Care Needs"
  • Chapter 7, "Individualizing Treatment"

Tatarsky, A., & Marlatt, G. A. (2010). State of the art in harm reduction psychotherapy: An emerging treatment for substance misuse. Journal of Clinical Psychology: In Session, 66, 117–122.doi: 10.1002/jclp.20672

 Assignment 3.1: Abstinence Contract and Mutual Help Group Private Blog (Due Day 7) None None

Lesson 2: Co-Occurring Disorders

Meets CACREP Standard(s): 5-A.A.8, 5-A.A.6

Read the following in the Miller, Forcehimes, and Zweben text:

Chapter 20, "Treating Co-Occurring Disorders"

 None

Assignment 3.3: Research Paper (Due Day 7)

Assignment 3.4: Co-Occurring Disorders (Due Day 7)

 None

Week 4: Addiction and the Family (November 4 – November 10)

Week 4 Schedule
Lesson Readings Blogs Assignments Quizzes/Exams
Lesson 1: Addiction and the Family

Meets CACREP Standard(s): 5-A.A.1, 5-A.A.9

Read the following Thombs and Osborn eBook chapter:

Chapter 8, "The Family System"

 Assignment 4.2: Abstinence Contract Private Blog (Due Day 7) Assignment 4.1: Families and Addiction (Due Day 7) Test 4.1: Midterm Exam (Due Day 7)

Week 5: Motivational Interviewing and Substance Misuse Prevention in Schools (November 11 – November 17)

Week 5 Schedule
Lesson Readings Blogs Assignments Quizzes/Exams

Lesson 1: Motivational Interviewing Principles and Practices

Meets CACREP Standard(s): 5-A.A.4

Read the following from the Miller, Forcehimes, and Zweben text:

Chapter 10, "Motivational Interviewing"

 Assignment 5.3: Abstinence Contract Private Blog (Due Day 7) Assignment 5.1: Motivational Interviewing Processes (Due Day 7) None
Lesson 2: Substance Misuse Prevention in Schools and Beyond

Meets CACREP Standard(s): 5-A.A.10

Read the following Helping Students Overcome Substance Abuse eBook chapter:

Chapter 4, "Prevention Programming"

 None None None

Week 6: Relapse Prevention and Developmental Models (November 18 – November 24)

Week 6 Schedule
Lesson Readings Blogs Assignments Quizzes/Exams
Lesson 1: RP Principles and Practices

Meets CACREP Standard(s): 5-A.A.4

Read the following article, available through Course Reserves:

Marlatt, G. A., Parks, G. A., & Witkiewitz, K. (2002). Clinical guidelines for implementing relapse prevention therapy: A guideline developed for the Behavioral Health Recovery Management Project (PDF) Seattle, WA: Addictive Behaviors Research Center. pp. 1–29.

 None Assignment 6.1: Relapse Prevention (Due Day 7) None
Lesson 2: Developmental Models

Meets CACREP Standard(s): 5-A.A.6, 5-A.A.4

Read the following article, available through Course Reserves:

Brooks, F., & McHenry, B. (2015). A contemporary approach to substance abuse and addiction counseling (2nd ed.). Alexandria, VA: American Counseling Association. pp. 153–170.

 Assignment 6.3: Abstinence Contract and Mutual Help Group Private Blog (Due Day 7) None None

Fall Break (November 25 – December 1)

Week 7: Community Reinforcement Approaches and Process Addictions (December 2 – December 8)

Week 7 Schedule
Lesson Readings Blogs Assignments Quizzes/Exams
Lesson 1: Community Reinforcement Approach

Meets CACREP Standard(s): 5-A.A.4, 5-A.A.9

Read the following in the Miller, Forcehimes, and Zweben text:

Chapter 14, "A Community Reinforcement Approach"

Read the following additional resource available through Course Reserves:

Matsuzaka, S., & Knapp, M. (2020). Anti-racism and substance use treatment: Addiction does not discriminate, but do we? Journal of ethnicity in substance abuse, 19(4), 567–593.

 Assignment 7.1: Week 7 Private Blog (Due Day 7) None None
Lesson 2: Sex Addiction

Meets CACREP Standard(s): 3.G.12

Read the following article, available through Course Reserves:

Giordano, A. L. (2022). A clinical guide to treating behavioral addictions: Conceptualizations, assessments, and clinical strategies. Springer.

 None

Assignment 7.3: Final Case Study Paper (Due Day 7)

 None

For a list of image credits for this course, visit the CNS765 Credits Page.