Wake Forest University Department of Counseling
CNS 765: Addictions Counseling
Spring-2 2026
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Syllabus Contents
- Course Faculty
- Course Description
- Course Objectives
- Course Materials
- Live Sessions
- Methods of Instruction
- Instructor Interactions
- Assessments
- Student Learning Outcomes/Key Performance Indicators
- Late Work
- Grading Policies
- Grading Scale
- AI Policy
- Academic Policies
- Synchronous Class Recording Notice
- Academic Engagement and Monitoring
- Technical Requirements
- Help Desk Support
- Canvas Support
- AskDeac Help Desk
- A Welcoming Learning Environment for All
- Accessibility and Special Accommodations
- Emergency Contingency Plan
- Course Schedule
Course Faculty
Lead Faculty: Dr. Philip Clarke
Email: clarkepb@wfu.edu
Lead Faculty: Dr. George Stoupas
Email: stoupasg@wfu.edu
Lead Faculty: Dr. Sarah Moore
Email: mooresa@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:
- 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)
- Group substances in their appropriate psychopharmacological categories and identify their medical effects and other distinct consequences. (CACREP 5.A.1, 5.A.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)
- 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
Items listed refer only to the textbook(s), WFU library readings, or scholarly articles or resources, and are typically available through the Course Materials tool (accessible via the Course Menu or Getting Started Module). Refer to the course space for all other instructional content (websites, lectures, videos, interactive activities, etc.).
Required Materials
The following are available through Course Materials:
- Miller, W.R., Forcehimes, A. A., & Zweben, A. (2019). Treating addiction: A guide for professionals (2nd ed.). Guilford Press.
- Paper copy: ISBN-10: 1462540449, ISBN-13: 978-1462540440
- Free ebook: ISBN-13: 978-1462540457
- Models of Addiction handout (HTML)
- Abstinence Contract (WORD)
- Alcoholics Anonymous's Big Book
- Stages of Addiction Handout (PDF)
- 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
- Najavits, L. M. (2017). Recovery from trauma, addiction, or both : Strategies for finding your best self. Guilford Publications.
- Thombs, D. L., & Osborn, C. J. (2013). Introduction to addictive behaviors (4th ed.). Guilford Press.SAMHSA: Disclosure of Substance Use Disorder Patient Records: Does Part 2 Apply to Me? (PDF)
- Map Legend (JPEG)
- Burrow-Sanchez, J. J., & Hawken, L. S. (2007). Helping students overcome substance abuse : Effective practices for prevention and intervention. Guilford Publications.
- SAMHSA's National Registry of Evidence-based Programs and Practices (NREPP): Substance Abuse Prevention Programs (Ages 6-12; 13-17) (PDF)
- 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.
- Brooks, F., & McHenry, B. (2015). A contemporary approach to substance abuse and addiction counseling (2nd ed.). Alexandria, VA: American Counseling Association. pp. 153–170.
- 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.
- Giordano, A. L. (2022). A clinical guide to treating behavioral addictions: Conceptualizations, assessments, and clinical strategies. Springer.
Additional Materials
Webcam.
Live Sessions
Students will find the day and time in the course:
- Live Sessions: Refer to the Meet Your Lead Faculty page under the Getting Started module for details.
- Office Hours: Refer to the Meet Your Practitioner Instructor page under the Getting Started module for details.
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.
Discussions
There are no discussion forums in the course.
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
- Value: 100 points
- For this assignment, students will respond to specific prompts for their private blog.
Assignment 1.2: Assessing Models of Addiction
- Value: 100 points
- 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.
- Meets CACREP Standards: 5-A.A.5, 3.C.5
Assignment 1.3: Abstinence Contract
- Value: 100 points
- 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
- Value: 100 points
- For this assignment, students will watch two video clips and respond to a few specific prompts.
- Meets CACREP Standards: 3.G.12
Assignment 2.2: Abstinence Contract Blog Post
- Value: 100 points
- For this assignment, students will respond to specific prompts for their private blog.
Assignment 3.1: Abstinence Contract and Mutual Help Group Private Blog
- Value: 100 points
- For this assignment, students will respond to specific prompts for their private blog.
- Meets CACREP Standards: 5-A.A.9
Assignment 3.3: Research Paper
- Value: 100 points
- 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
- Value: 100 points
- For this assignment, students will respond to specific prompts in a written submission.
- Meets CACREP Standards: 5-A.A.8, 3.G.12
Assignment 4.1: Families and Addiction
- Value: 100 points
- For this assignment, students will review family case studies and respond to the prompts in the media activity.
- Meets CACREP Standards: 5-A.A.1, 5-A.A.9
Assignment 4.2: Abstinence Contract Private Blog
- Value: 100 points
- For this assignment, students will respond to specific prompts for their private blog.
Assignment 5.1: Motivational Interviewing Processes
- Value: 100 points
- For this assignment, students will watch two video clips and respond to a few specific prompts.
- Meets CACREP Standards: 5-A.A.4
Assignment 5.3: Abstinence Contract Private Blog
- Value: 100 points
- For this assignment, students will respond to specific prompts for their private blog.
Test 5.1: Midterm Exam
- Value: 100 points
- 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 6.1: Relapse Prevention
- Value: 100 points
- For this assignment, students will watch a video clip and respond to a few specific prompts.
- Meets CACREP Standards: 5-A.A.4
Assignment 6.3: Abstinence Contract and Mutual Help Group Private Blog
- Value: 100 points
- For this assignment, students will respond to specific prompts for their private blog.
- Meets CACREP Standards: 5-A.A.9
Assignment 7.1: Week 7 Private Blog
- Value: 100 points
- For this assignment, students will respond to specific prompts for their private blog.
Assignment 7.3: Final Case Study Paper
- Value: 100 points
- 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).
- Meets CACREP Standards: 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
Assignment 7.4: Professional Dispositions and Behavior Rating (PDBR) Process Initiation (Required)
- Value: 0 points
- Meets CACREP Standard(s): 2.C.2.a, 2.C.2.b, 2.C.2.c, 2.E.1.c
Student Learning Outcomes/Key Performance Indicators
There is one signature assignment for this course, Assignment 7.3: Final Case Study Paper, that is used in the annual evaluation of the Clinical Mental Health Program. Along with being evaluated with the grading rubric for this assignment, your performance on this assignment will also be evaluated with a CACREP rubric with ratings from 1 (harmful) to 5 (exceeds expectations).
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.
| Assignment | Points Possible | Percentage |
|---|---|---|
| Assignments | 800 | 40% |
| Blogs | 700 | 10% |
| Signature assignment | 100 | 25% |
| Midterm Exam | 100 | 25% |
| Total | 1700 | 100% |
Grading Scale
This table lists the letter grade corresponding to ranges of points.
Final grading is at the discretion of the faculty.
| 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 |
AI Policy
The use of generative artificial intelligence (AI) tools (e.g., ChatGPT) is permitted for the following activities:
- Brainstorming and refining your ideas
- Drafting an outline to organize your thoughts
- Checking grammar and style
The use of generative AI tools is not permitted for the following activities:
- Generating sources for a writing assignment
- Writing a draft of a writing assignment
- Writing entire sentences, paragraphs, or papers to complete class assignments
Using AI in a way that is not permitted is a violation of the Graduate Student Academic Honor Code (PDF). If you are uncertain about whether you can use AI in any other instance, please ask your instructor.
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:
- Purchase of term papers turned in as one’s own or writing the term paper(s) for another student.
- Submission of same term paper to another class without permission.
- Providing another student answers during an exam.
- Use of notes or books during exam when prohibited.
- Collaboration on homework or take-home exams when instruction called for independent work.
- Providing test question(s) to student(s) in another section of the class.
- Falsifying records or the fabrication of information and/or citation in an academic exercise.
- Violation of computer policies.
- Plagiarism is the appropriating or passing off as one’s work the writings, ideas, etc. of another. This includes (but not limited to) copying without giving credit due, forgery, literary theft, and expropriation of some other’s work. Plagiarism also includes electronic information of all types.
- Assisting someone in doing any of the above.
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:
- Recording of Synchronous Class Sessions. All or some in-person and synchronous classes may be recorded. Student images and voices may be captured in these recordings. Recordings will be available for viewing only by students enrolled in the class via Canvas or an alternative platform. The recordings are not available for download. No other recording, including by students, is permitted.
- Recording Tails in Synchronous Class Sessions. Synchronous class recordings may include events that happen before class officially begins or after it officially ends. Students should take care not to discuss any confidential matters during these periods of time.
- Access to Recordings. Students may access the class recordings made available to them solely for the purpose of participating in the course. The recordings may not be used by any person other than a student enrolled in the course or for any purpose other than to participate in the course. Students are prohibited from downloading or distributing any portion of the recordings for any purpose. Students should understand that technical problems or human error may prevent successful recording.
- Copyright Notice. Students are advised that Wake Forest University faculty members hold the copyright in their course materials. The University and the faculty have legal rights in class recordings.
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:
- Lead/practitioner instructors or Financial Aid Office staff alert Department Officials that the student has stopped responding or submitting.
- The student services team will attempt to make contact through email and telephone.
- While being contacted, faculty and student support staff will inform the student that, if they are not noted as participating by the end of the two week period, the Department will proceed with the withdrawal procedures.
- If the two-week mark is met with no activity and there has been no communication from the student, an email will be sent notifying them of administrative withdrawal from the Counseling Program, for lack of activity.
- If the student responds to the lead and/or practitioner instructors after the two-week mark, and expresses plans to continue in the course, the lead instructor will advise them and the PI about any deduction for late work and implications for any missing assignments. The student will again be considered active in the course.
- If the student responds and decides to withdraw, withdrawal procedures will be initiated. The student will be advised that their response to this email is time sensitive and must be received in the next 2 days.
- If the student does not reply within that time frame, the withdrawal procedure will begin.
- If the student becomes active in the course, an administrative withdrawal will not be initiated.
Technical Requirements
Identify the minimum device configuration requirements for this institution.
Identify the minimum technical requirements to view the online course.
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:
- Assisting students having difficulties accessing course email, the course itself, including discussion forums—such as the ability to view responses to comments posted in a forum—viewing multimedia files, submitting/posting assignments, and accessing quizzes.
- Support for basic hardware, software, ISP, and Internet browser issues.
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:
- Call a Canvas Expert—phone support hotline
- Chat with Canvas Support—live chat for students and faculty
- Search Canvas Guides—answers to common questions
- Submit a ticket to Canvas Support
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.
A Welcoming Learning Environment for All
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. 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. We hope that you will join us along this journey, with a commitment to advocacy and opportunity in both your personal and professional lives. Pro Humanitate, to better the lives of all humans!
To learn more about WFU’s commitment to ensuring a welcoming learning environment for all, read the Non-Discrimination Statement and policy on Non-Discrimination on the Basis of Disability, or explore campus resources.
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:
- Live Sessions: Refer to the Meet Your Lead Faculty page under the Getting Started module for details.
- Office Hours: Refer to the Meet Your Practitioner Instructor page under the Getting Started module for details.
Please Note: Readings refer only to the textbook(s), WFU library readings, or scholarly articles or resources, and are typically available through the Course Materials tool (accessible via the Course Menu or Getting Started Module). Refer to the course space for all other instructional content (websites, lectures, videos, interactive activities, etc.).
Week 1: Understanding Substances and Conceptualizations of Addiction (March 2 – March 8)
| 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, available through Course Materials:
|
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, available through Course Materials: Chapter 2, "What is Addiction?" Read the following, available through Course Materials: Models of Addiction handout (HTML) |
None | Assignment 1.2: Assessing Models of Addiction (Due Day 7) Assignment 1.3: Abstinence Contract (Due Day 7) |
None |
Spring Break (March 9 – March 15)
Week 2: Formulations of Addiction and Overview of Assessment (March 16 – March 22)
| 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:
|
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, available through Course Materials: Chapter 5, "Screening, Evaluation, and Diagnosis" Read the following, available through Course Materials: Stages of Addiction Handout (PDF) |
Assignment 2.2: Abstinence Contract Blog Post (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 (March 23 – March 29)
| 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, available through Course Materials:
Read the following, available through Course Materials: 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) |
Assignment 3.2: Intervention: Elena (Not Graded) |
None |
|
Lesson 2: Co-Occurring Disorders |
Read the following in the Miller, Forcehimes, and Zweben text, available through Course Materials: Chapter 20, "Treating Co-Occurring Disorders" Read the following in the Miller, Forcehimes, and Zweben text, available through Course Materials: Najavits, L. M. (2017). Recovery from trauma, addiction, or both : Strategies for finding your best self. Guilford Publications. |
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 (March 30 – April 5)
| 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 chapter in the Thombs and Osborn eBook, available through Course Materials: Chapter 8, "The Family System" Read the following, available through Course Materials: SAMHSA: Disclosure of Substance Use Disorder Patient Records: Does Part 2 Apply to Me? (PDF) |
Assignment 4.2: Abstinence Contract Private Blog (Due Day 7) | Assignment 4.1: Families and Addiction (Due Day 7) | None |
Week 5: Motivational Interviewing and Substance Misuse Prevention in Schools (April 6 – April 12)
| Lesson | Readings | Blogs | Assignments | Quizzes/Exams |
|---|---|---|---|---|
|
Lesson 1: Motivational Interviewing Principles and Practices |
Read the following in the Miller, Forcehimes, and Zweben text, available through Course Materials: Chapter 10, "Motivational Interviewing" |
Assignment 5.3: Abstinence Contract Private Blog (Due Day 7) |
Assignment 5.1: Motivational Interviewing Processes (Due Day 7) Assignment 5.2: Motivational Interviewing Skills (Not Graded) |
Test 5.1: Midterm Exam (Due Day 7) |
| Lesson 2: Substance Misuse Prevention in Schools and Beyond Meets CACREP Standard(s): 5-A.A.10 |
Read the following, available through Course Materials: Burrow-Sanchez, J. J., & Hawken, L. S. (2007). Helping students overcome substance abuse: Chapter 4, "Prevention Programming" Read the following, available through Course Materials: SAMHSA's National Registry of Evidence-based Programs and Practices (NREPP): Substance Abuse Prevention Programs (Ages 6-12; 13-17) (PDF) |
None | None | None |
Week 6: Relapse Prevention and Developmental Models (April 13 – April 19)
| 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 Materials: 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 Materials: 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 6.2: Developmental Model of Recovery (Not Graded) Assignment 6.3: Abstinence Contract and Mutual Help Group Private Blog (Due Day 7) |
None | None |
Week 7: Community Reinforcement Approaches and Process Addictions (April 20 – April 26)
| 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, available through Course Materials: Chapter 14, "A Community Reinforcement Approach" Read the following additional resource available through Course Materials: 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 Materials: Giordano, A. L. (2022). A clinical guide to treating behavioral addictions: Conceptualizations, assessments, and clinical strategies. Springer. |
None |
Assignment 7.2: Sexual Addiction (Not Graded) Assignment 7.3: Final Case Study Paper (Due Day 7) Assignment 7.4: Professional Dispositions and Behavior Rating (PDBR) Process Initiation (Required) |
None |
For a list of image credits for this course, visit the CNS765 Credits Page.