Metropolitan College of NY
Audrey Cohen School for Human Services and Education
CASAC Handbook 2011
CASAC
Credentialed Alcohol
And
Substance Abuse
Counseling Program
SPRING
2011
NYS OASAS PROVIDER NUMBER 0218
Metropolitan College of New York
431 Canal Street
New York, N.Y. 10013
Copyright. All Rights Reserved. No part of this publication may be reproduced without prior written
permission by:
Metropolitan College of New York
2011
1
Metropolitan College of NY
Audrey Cohen School for Human Services and Education
CASAC Handbook 2011
ALCOHOLISM AND SUBSTANCE ABUSE
COUNSELING CERTIFICATE PROGRAM
SPRING 2011
CONTENTS
PAGE
3-6
Course Requirements/Schedule:
COURSES
Overview of Alcoholism and Substance Abuse: Physiological and
Pharmacological Counseling (CASAC # 001)
7-8
Overview of the Family and Alcoholism and Substance Abuse Treatment
(CASAC #002)
9-11
Signs, Symptoms and Stages of Alcoholism and Substance Abuse
(CASAC #003)
12-13
Group Counseling Skills and Techniques in Alcohol and Substance Abuse
Counseling (CASAC #004)
14-15
Professional Ethics and Confidentiality in Substance Abuse and
Alcoholism Counseling (CASAC # 005)
16-17
Special Populations and Multicultural Issues in Alcoholism and Substance
Abuse Counseling (CASAC #006)
18-19
Theories and Principles of Alcoholism and Substance Abuse Counseling
(CASAC #007)
20-21
Assessment and Treatment Planning of Alcohol and Other Drug Dependency
(CASAC #008)
22-23
Evaluation
24
® These terms are registered trademarks of: Metropolitan College of New York, Audrey Cohen School for Human Services and Education. All
rights reserved.
3
Metropolitan College of NY
Audrey Cohen School for Human Services and Education
CASAC Handbook 2011
CASAC Certificate-Provider #0218
Credentialed Alcohol and Substance Abuse Counseling Program
The Alcohol and Substance Abuse Counseling Certificate Program
A Non-Degree Certificate Program
Approved by the New York State Office of Alcoholism and Substance Abuse Services
The Audrey Cohen School for Human Services and Education offers a non-degree certificate
program in Alcohol and Substance Abuse Counseling. This program is designed to address the
needs of those who wish to prepare for a career in substance abuse counseling or those who
wish to enhance their skills as social workers, psychologists, psychiatrists, rehabilitation
counselors, mental health counselors, substance abuse counselors, marriage and family
therapists, and school counselors.
The "Credentialed Alcohol and Substance Abuse Counseling Certificate Program" focuses on
the psychopharmacological and physiological aspects of drugs, signs, symptoms, and stages of
alcoholism, individual and group counseling skills, the ethics of confidentiality, family
treatment, and multicultural issues.
The program is currently offered at the Manhattan campus located at 75 Varick Street. The
program is offered on a continuous basis and may be completed in two semesters. Classes are
small and taught by OASAS Certified Instructors. A high school diploma or GED is required to
enroll in the program. For additional information, contact the Audrey Cohen School for Human
Services & Education 212 343-1234 Ext. 2447, 2412 or e-mail Ms. Marling Sone at
[email protected].
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Metropolitan College of NY
Audrey Cohen School for Human Services and Education
CASAC Handbook 2011
CASAC Application Requirements
•
To apply for the program, submit one of the following documents:
o
o
o
High School Diploma
GED
College Degree
•
Complete an application
•
Pay the $45.00 Registration fee (one time fee)
•
$385 per course (payment plans accepted)
*To take advantage of the payment plan, a deposit is required. Once the deposit (50% per course) is made, the remaining balance
is to be paid in two monthly installments. The first payment (1/2 of the remaining balance) is due at the end of the first month of
the course and the second payment is due at the end of the following month. Payment can be made by cash, check, or money
order payable to MCNY for the full amount, or, for your convenience, you may charge the course(s) to your American Express,
Discover, MasterCard, or Visa credit/debit cards. Financial assistance may be available from Americorps, VESID, the Veteran's
Administration, or the student's employer.
Note Regarding Tuition Reimbursement: If the student qualifies for tuition reimbursement, the student
must provide at the time of registration, a letter from his/her company explaining the company’s terms of payment. The letter should
state that the student is a current employee and entitled to participate in their tuition reimbursement program. Additionally it should
include when payment is made, to whom it is made, and if payment is contingent upon the successful completion of the course(s).
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Metropolitan College of NY
Audrey Cohen School for Human Services and Education
CASAC Handbook 2011
Overview
CASAC courses are considered continuing education units and MCNY issues a certificate upon completion.
Classes are held in the spring, summer, and fall semesters. All classes are 45 hours each. To obtain the
OASAS certification, you may be required to complete all eight courses: Classes may be taken in any order.
CASAC CURRICULUM
#001
Overview of Alcoholism and Substance Abuse: Physiological and Pharmacological Counseling
#002
Overview of the Family and Alcoholism and Substance Abuse Treatment
#003
Signs, Symptoms, and Stages of Alcoholism and Substance Abuse
#004
Group Counseling Skills and Techniques in Alcohol and Substance Abuse Counseling
#005
Professional Ethics and Confidentiality in Substance Abuse and Alcoholism Counseling
#006
Special Populations and Multicultural Issues in Alcoholism and Substance Abuse Counseling
#007
Theories and Principles of Alcoholism and Substance Abuse Counseling
#008
Assessment and Treatment Planning of Alcohol and Other Drug Dependency
•
If a student takes one or several courses at MCNY and needs to send proof of course completion
to OASAS, a transcript request form must be completed and processed by the Office of the
Registrar. If the student owes a balance, no transcripts will be provided.
•
To obtain a certificate upon completion of the 350-hours, you must complete a graduation form
and submit it to the Office of the Registrar.
IF A STUDENT WITHDRAWS BEFORE THE START OF CLASSES, S/HE IS ENTITLED TO A FULL REFUND.
ONCE CLASSES BEGIN THERE IS NO REFUND AND TOTAL TUITION IS DUE IN FULL. LATE
REGISTRANTS WHO WITHDRAW FROM COURSE/S ARE SUBJECT TO FULL PAYMENT OF TUITION.
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Metropolitan College of NY
Audrey Cohen School for Human Services and Education
CASAC Handbook 2011
CREDENTIALED ALCOHOL AND SUBSTANCE ABUSE COUNSELING
(CASAC)
(NEW YORK STATE -OASAS APPROVED COURSES)
SPRING 2011
January 6, 2011-April 22, 2011
MONDAY
6:00-9:00PM
CASAC # 007
INSTRUCTOR: TBD
THEORIES AND PRINCIPLES OF SUBSTANCE ABUSE COUNSELING
SATISFIES 45 HOURS-OASAS SECTION I
TUESDAY
6:00-9:00PM
CASAC # 004
INSTRUCTOR:TBD
GROUP COUNSELING SKILLS AND TECHNIQUES IN ALCOHOL AND SUBSTANCE ABUSE COUNSELING
SATISFIES 45 HOURS-OASAS SECTION II
WEDNESDAY
6:00-9:00PM
CASAC # 003
INSTRUCTOR: TBD
SIGNS, SYMPTOMS AND STAGES OF ALCOHOLISM AND SUBSTANCE ABUSE
SATISFIES 45 HOURS-OASAS SECTION I
THURSDAY
6:00-9:00 PM CASAC # 006
INSTRUCTOR: TBD
SPECIAL POPULATIONS AND MULTICULTURAL ISSUES IN ALCOHOLISM AND SUBSTANCE ABUSE
COUNSELING
SATISFIES 45 HOURS-OASAS SECTION II
THURSDAY
6:00-9:00PM
CASAC # 005
INSTRUCTOR: TBD
PROFESSIONAL ETHICS AND CONFIDENTIALITY IN SUBSTANCE ABUSE AND ALCOHOL COUNSELING
SATISFIES 45 HOURS-OASAS SECTION IV
FRIDAY
6:00-9:00PM
CASAC # 008
INSTRUCTOR: TBD
ASSESSMENT AND TREATMENT PLANNING OF ALCOHOL AND OTHER DRUG DEPENDENCY
SATISFIES 45 HOURS-OASAS SECTION III
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Metropolitan College of NY
Audrey Cohen School for Human Services and Education
CASAC Handbook 2011
CASAC # 001
Overview of Alcoholism and Substance Abuse: Physiological and Pharmacological Counseling
45 HOURS-OASAS SECTION I
Overview
The purpose of this course is to provide participants with a theoretical understanding as well as a working knowledge of the effects
of chemical dependency on the substance abuser. Chemical dependency is known to produce or aggravate the following problems:
Medical or physical problems: Over thirty diseases are associated with substance abuse. Substance
abuse directly causes accidents, which can result in the need for medical assistance. It can also aggravate
pre-existing illnesses such as heart disease and cancer.
Psychological and psychiatric problems: Substance abuse has a profound effect on thinking, emotions
and behavior. Psychological problems associated with substance abuse range from low self-esteem,
aggressive or impulsive behavior, poor coping mechanisms, and depression, to suicidal tendencies and
psychosis.
Social Problems: Substance abuse affects the stability of the family unit, leading to high rates of
separation and divorce, family violence, and child abuse. The substance abuser may also have legal
problems and difficulty maintaining employment.
Multiple drug addictions will be extensively covered in this course, because multiple drug addictions complicate the clinical
diagnosis, prognosis and treatment of the substance abuser.
Cases will be used to demonstrate the effect of multiple drugs on the abuser.
Learning Objectives
By the end of this course, participants will be able to:
1.
Describe their own values pertaining to substance use and abuse.
2.
Describe how substance abuse typically affects the abuser, physically, psychologically, socially and morally.
3.
Identify the characteristics, effects, and patterns of usage of each drug.
4.
Use the appropriate terminology when referring to multiple drug use.
5.
Describe drug-testing methods.
6.
Describe intoxication treatment and detoxification.
7.
Describe at least one moral or ethical issue arising from their work with alcoholics and drug-dependent clients at their
agency; explain their approach to resolving it.
8.
Diagnose the physical, psychological, social, and moral effects of substance abuse on clients they are working with.
9.
Recommend a program of prevention and treatment of addiction to alcohol and drugs.
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Metropolitan College of NY
Audrey Cohen School for Human Services and Education
CASAC Handbook 2011
Learning Assessment
Assessment will be based on:
1.
2.
Attendance
Achievement of course objectives as shown by:
a) Class participation
b) Reaction papers
c) Oral presentations (case presentation from the student’s field practice)
d) Term paper based on the integration of theory and practice
Course Outline
Session
1-6
The Pharmacological Effects of Substance Abuse:
a) Physiological
b) Psychological
c) Sociological
7-11
Pharmacology: Different Characters of Addictive Drugs:
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
m)
n)
o)
12-14
Interventions
a)
b)
c)
d)
e)
15
Alcohol
Amphetamines
Anabolic-androgen steroids
Benzodiazepines
Cocaine
Hallucinogens and designer drugs
Inhalants and volatile solvents
Marijuana
Multiple drugs and alcohol addiction
Pharmacology of narcotics; natural, semi synthetic and synthetic
Nicotine
Nonprescription
Phereyelidine
Sedatines/hyprotics
Interactions between medical and psychiatric drugs
Drug testing
Acute intoxication and detoxification
Abstinence
Non-pharmacological treatment
Prevention
Review session
Required Readings
Hart, L. C., Ksir, J. C., Ksir, C., Ray, S. O. & Ray, S. O. (2008). Drugs, society, and human behavior (13th ed.). McGraw-Hill.
Hester, K.R. (2003). Handbook of alcoholism treatment approaches (3rd ed.). Allyn & Bacon.
9
Metropolitan College of NY
Audrey Cohen School for Human Services and Education
CASAC Handbook 2011
CASAC # 002
Overview of Family and Alcoholism and Substance Abuse Treatment
15 HOURS-OASAS SECTION II AND 30 HOURS SECTION III
Overview
The purpose of this course is to provide participants with an understanding and working knowledge of a) the effects substance abuse
on the family unit and its members and b) the importance of family therapy as an essential approach to treating substance abusers.
The importance of assessing the family and involving it in the diagnosis and treatment of alcohol/drug addiction cannot be
overemphasized. Kaufman and Kaufman (1998) point out that families affect the course of the disease and are greatly affected by
it.
This course will examine in detail the family systems of addicted individuals and their resources, family values, family interaction
and relationships and the family’s coping skills. Other concepts that the course will focus on are family roles, co-dependency,
denial, pathology, genetic influence, relapse and prevention, self-help groups, Al-Non, self-esteem, triggers, different types of
families, and the role of the counselor. To insure the effectiveness of the family treatment models, participants in this program will
explore social and community networks to secure resources that may be used in the recovery process.
Among the family therapy models that the course will address are structural strategic family therapy, behavior/cognitive approach,
and communication strategic approach.
To assist the participants, field practice will be used to reinforce their understanding of the family as a system and the various family
treatment models for alcohol/drug addicted families. Audio-visual materials will be used to aid in the clarification of family
treatment.
Learning Objectives
Participants who complete this course will be able to:
1.
Define their role as a counselor working with addictive families
2.
Describe and explain the alcohol/drug addictive family as a system.
3.
Define and describe the major roles observed in families suffering from substance abuse.
4.
Explain the need for and define the treatment of non-substance abuse family members.
5.
Discuss how the family can support both the progression of substance abuse in any family member and their
recovery from substance abuse or co-dependency.
6.
Describe at least five treatment resources for families to which referrals can be made.
7.
Understand and apply the family recovery process.
8.
Use what has been learned in this course to describe and evaluate an alcohol/drug addictive family the student is
working with.
9.
Evaluate alternative models of family treatment with respect to a family the student is working with and select and
implement at least two.
Learning Assessment
Participants will be assessed on the basis of:
1.
Attendance
2.
Achievement of the course objectives, as demonstrated by:
a.
b.
c.
d.
Class participation
Reaction papers
Oral presentation of cases
Term paper based on the integration of theory and practice
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Metropolitan College of NY
Audrey Cohen School for Human Services and Education
Course Outline
1
I
Constructing a Therapeutic Reality for Family Therapy
a. Definition of family
b. Concepts of the family rulers and support systems
c. Family process
d. Common features of the family with an addicted member
e. Structural patterns of familiar interaction
II
Family Therapy Models for Treating Substance Abuse
2
Structural-Strategic family therapy
a. Family Characteristics
b. Course of Therapy
c. Phases of Therapy
d. Crisis Intervention
e. Therapeutic Implication
3
Intra-familiar dynamics and brief triphasic treatment
f. Characteristics of drug abusing families
g. Negativism
h. Parental inconsistency
i. Parental denial
j. Vicarious parental behavior (anger, self-medication)
k. Underlying family themes
l. Treatment
4
Multiple family therapy with abusers
a. Definition of roles
b. Group composition & environment
c. Therapeutic team
d. Couple therapy
e. Techniques, communication, relationships
5
Behavior/Cognitive approach
a. Overview of the model
b. Assumptions of the behavioral model or related to substance abuse
c. Behavioral assessment
d. Structured observation
e. Five techniques to behavioral treatment
6
Communication/Strategic approaches
a. Role definition
b. Ten rules of communication
c. Group composition and environment
d. Communication patterns
e. Family dynamics and technique
f. Therapeutic team
7
Bowen’s Family systems theory
a. Eight interlocking theoretical concepts
b. Genogram
c. Family intervention techniques
8
Psycho-dynamic treatment
a. Use of counter-transference
b. Role of interpretation
c. Overcoming resistance
d. Working through the problems (co-dependency, post-traumatic stress disorder)
e. Implications
11
CASAC Handbook 2011
Metropolitan College of NY
Audrey Cohen School for Human Services and Education
CASAC Handbook 2011
9
Stepfamilies and substance abuse: Unique treatment consideration
a. Difference between step-families and nuclear families
b. Five major step-family development tasks
c. Assessment of step-family functioning
d. Intervention techniques
10
Family therapy with adolescent substance abuse
a. Defining roles
b. Growing resistance and recidivism
c. Multi-dimensional family therapy
d. Overall goal of treatment
e. Assessment and intervention
11
Restructuring the family
a. Actualizing family translation patterns
b. Making boundaries
c. Escalating stress
d. Assigning tasks
e. Utilizing symptoms
f. Manipulating moods
g. Support, education and guidance
12
An abstinence model of family therapy
a. First phase of therapy (assessing the family and confronting the substance abuse)
b. Second phase of therapy (the process of reorganization)
c. Third phase of therapy (sobriety and termination)
d. Issues in the therapeutic process (denial, resistance, compliance)
13-14
Psycho-educational model
a. Goals of the relapse prevention
b. Underlying assumptions
c. Relapse prevention education groups
d. Case presentations
15
Review Session
Required Readings
Kaufman, E. (1991). Family therapy of drugs and alcohol abuse (2nd ed.). Mass: Allyn and Bacon, Inc..
Minuchin, S. (1974). Families and family therapy.. Mass: Harvard University Press.
Goldenberg, I. & Goldenberg, H. (2007). Family therapy: an overview (7th ed.). Cengage Learning.
Daley, D.C. (1989). Relapse prevention: treatment alternatives and counseling aids, Human Services Institute.
Recommended Readings
Burton, L.M. (1992). Black grandparents raising children of drug-addicted parents: stresses, outcomes, and social needs.
Gerontologist 32(6), 744-751.
Bok, M. (1993). Families living with drugs and HIV: intervention and treatment strategies. New York: Guilford Press.
Seilhamer, R.A., Jacob, T. et al. (1993). The Impact of alcohol consumption on parent-child relationships in families of alcoholics.
Journal Stud. Alcohol, (54), 189-198.
Wiebel, W. (1995). The Outreach assisted peer-support model for controlling drug dependency. Journal of Drug Issues, 25(3), 507529.
Hacker, J. (1993). From Al-anon to acoa: co-dependency and its reconstruction of care-giving. Journal of Women in Culture and
Society, (18), 321-345.
Lengua, L.J., Rosa, M.W. et. al. (1992). Using focus groups to guide development of a parenting program for difficult to reach,
high-risk families. Family Relationship, 41(2), 163-168.
12
Metropolitan College of NY
Audrey Cohen School for Human Services and Education
CASAC Handbook 2011
CASAC #003
Signs, Symptoms, and Stages of Alcoholism and Substance Abuse Counseling
45 HOURS-OASAS SECTION I
Overview
The purpose of this course is to provide students with the knowledge and professional skills necessary to identify and evaluate signs,
symptoms, and stages of alcoholism and substance abuse. They will learn how alcohol and substance abuse are described as
diseases. They will learn the characteristics and stages of addiction, defense mechanisms commonly used by alcoholics and drug
dependent persons, and the various signs and symptoms of alcoholism and substance abuse specific to each stage in the progression
of the disease.
Learning Objectives
By the end of this course, students will be able to:
1.
Describe their prior experiences relating to alcohol and substance abuse;
2.
Describe alcoholism and substance abuse as disease;
3.
Describe the characteristics of an addiction;
4.
List the stages of an addiction (pro-dromal – early, crucial – middle, and chronic – late) and discuss the various
signs of alcoholism/substance abuse particular to each stage in the disease’s progression;
5.
Identify defense mechanisms commonly used by alcoholics and substance abusers;
6.
Use this knowledge to describe the addictions of members of a group.
Learning Assessment
Assessment will be based on:
1.
Attendance
2.
Achievement of course objectives as shown by:
a. Class participation
b. Oral presentation (case studies)
c. Term paper based on the integration of theory and practice.
Course Outline
Sessions
1
Introduction: An Overview of the Addiction Process
2
Alcoholism and Other Drug Dependency as Diseases
a. Definition of a disease
b. Primary, progressive, chronic, fatal
3-4
Characteristics of an Addiction
a. Physiological dependence
b. Psychological dependence
c. Tolerance
d. Withdrawal syndromes
e. Neurophysiological need
f. Physiological definitions
Cross-addiction
Cross tolerance
g. Synergism.
5
Common Drugs and Symptoms and Abuse/Dependence
a. Type of drug
b. Drug name
c. Street name
d. Methods of use
e. Symptoms of use
f. Hazards of use.
13
Metropolitan College of NY
Audrey Cohen School for Human Services and Education
6-7
Signs of Alcohol and Other Drug Abuse/Dependence
a. Physical changes
b. Changes in personal care-taking
c. Impairment in cognitive processes
d. Changes in emotional response
e. School performance problems
f. Human relationship problems
g. Community problems
h. Behavioral signs.
8
Signs of Abuse/Dependence in the Workplace
a. Performance
b. Attendance
c. Attitude/appearance
d. Other
10-11
Stages of Addiction/Signs of Addiction
a. Early/pro-dromal stage
b. Middle/crucial stage
c. Late/chronic stage
d. Progression of Alcoholism, Cocaine, and Marijuana dependency.
13
Defense Mechanisms
a. Unconscious progress
b. Neurophysiological Phenomena
c. Emotional stand point.
14
Summary and Review: Signs, Symptoms and Stages of Alcoholism and Other Drug Dependency.
CASAC Handbook 2011
15 Review Session
Readings
National Institute on Alcohol Abuse and Abuse and Alcoholism. Alcohol and Health. U.S. Department of Health and Human
Services, DHHS Publication No. (ADM) 87-1519, Rockville, Maryland, 1987.
Julien, M.R. (2010). A Primer of drug action (12th ed.). New York: Worth Publishers.
Royce, J.E. (1989). Alcohol problems and alcoholism: a comprehensive survey (revised ed.). New York: The Free Press.
Articles
Miller, N.S., Gold, & Millman, R.B. (1989). Cocaine: general characteristics, abuse and addiction, New York Journal of Medicine.,
(7), 390-395.
Shulman, G. (1987). Alcoholism and cocaine addiction: similarities, differences, and treatment implications, Alcoholism Treatment
Quarterly., 4(3), 31-40.
Burton, L.M. (1992). Black grandparents raising children of drug-addicted parents: stresses, outcomes, and social needs.
Gerontologist., 32(6), 744-751.
Bok, M. (1993). Families living with drugs and HIV: intervention and treatment strategies. New York: Guilford Press.
Seilhamer, R.A., Jacob, T. et al. (1993). The Impact of alcohol consumption on parent-child relationships in families of alcoholics,
Journal Stud., Alcohol (54), 189-198.
Wiebel, W. (1995). The Outreach assisted peer-support model for controlling drug dependency, Journal of Drug Issues., 25(3), 507529.
Hacker, J. (1993). From Al-anon to acoa: co-dependency and its reconstruction of care giving, Journal of Women in Culture and
Society., (18), 321 – 345.
Lengua, L.J., Rosa, M.W. et. al. (1992). Using focus groups to guide development of a parenting program for difficult to reach,
high-risk families, Family Relationship., 41(2), 163-168.
14
Metropolitan College of NY
Audrey Cohen School for Human Services and Education
CASAC Handbook 2011
CASAC #004
Group Counseling Skills and Techniques in Alcohol and Substance Abuse Counseling
45 HOURS-OASAS SECTION II
Overview
The purpose of this course is to enable students to gain fundamental knowledge of various group approaches used in the
treatment of addiction and learn to select and use particular skills in the management and recovery treatment of addiction.
The group approach has been identified as the most popular approach to the treatment of addiction among those recognized in our
society. Whether the origins of addiction to substance are viewed as psychological, intrapsychic, social and environmental, or moral
and volitional, the group approach to treatment is advocated.
The course will focus on the skills needed to take a growth-oriented approach to working with citizens. Students will learn to assess
personal behavior and observe its influence in developing and maintaining positive relationships and among citizens. Students will
learn to identify the general characteristics of group approaches used in different systems, and how they apply to the client
population. They will develop professional relationships that enable them to use their leadership skills to help their clients become
empowered. They will be able to recognize how human behavior influences our “professional” relationships.
Learning Objectives
Upon completion of this course, students will be able to:
1.
Identify types of addiction.
2.
Describe and compare the various types of groups used for treating addiction and the treatment approaches associated
with them.
3.
Identify clients for whom group therapy is a treatment of choice.
4.
Identify traditional exclusionary mechanisms, their advantages and disadvantages, and ways of managing them.
5.
Describe group features, such as pre-group preparation, structure, safety, etc.
6.
Select, apply, and evaluate a variety of interpersonal and communications skills in order to develop and maintain
empowering relationships with and between citizens.
Learning Assessment
Assessment will be based on:
1.
Class Attendance
2.
Achievement of the class objectives as shown by
a. Class Participation
b. Take-home examination(s)
15
Metropolitan College of NY
Audrey Cohen School for Human Services and Education
CASAC Handbook 2011
Course Outline
Sessions
1-2
Introduction to Substance Abuse Population
3-4
Groups and Addiction Approaches
1
2
3
4
5
5-6
Group Therapy as a Treatment of Choice
1
2
3
7-8
9-10
Self-help Group
Cognitive Behavioral Group
Psycho-educational Group
Psychoanalytic, Psycho-dynamic Group
Modified Dynamic Group Therapy
Power of Groups
Supportive Approach
Power of Peer Pressure Against Denial and Resistance
Dually Diagnosed Patient (MICA)
The Tradition of Exclusion
Tolerance
Self-sufficiency
Defense Mechanisms (splitting, denial)
Counter-Transference
Impulsive Behavior
Confrontational Encounters
Negative Prejudices
11-12
Features of the Group
Pre-group Preparation
Structure
Safety
Confrontation vs. Support
Cohesion and the “Addict Identification”
13
The Group Leader Role
14-15
Review Session.
Required Reading
Brandler, S. & Roman, P. C. (1999). Group work: skills and strategies for effective interventions (2nd ed.). Routledge & Haworth Social
Work Practice
Toseland, W.R. & Rivas, F..R. (2008). An introduction to group work practice (6th ed.). Allyn & Bacon, Inc..
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Metropolitan College of NY
Audrey Cohen School for Human Services and Education
CASAC Handbook 2011
CASAC # 005
Professional Ethics and Confidentiality in Substance and Alcohol Abuse Counseling
45 HOURS-OASAS SECTION IV
Overview
The purpose of this course is to provide students with a basic knowledge of the ethical and legal aspects of confidentiality and the
comprehensive set of federal regulations pertaining to substance abuse.
The course will focus on general rules against self disclosure, disclosure of client identifying information to third-party payers and
family sources, central registries, employees and employment agencies, criminal justice systems, and research. The importance of
consent forms subpoenas, court ordered disclosure, medical emergencies and client signature (in the case of minors and clients who
are incompetent or deceased) will be carefully explored.
Learning Objectives
Upon completion of this course, participants will be able to:
1.
Explain the difference between values, morals, and professional ethics;
2.
Describe their own values relating to counseling people with addictions;
3.
Explain the general rules of disclosure;
4.
Explain specific conditions which prohibit the disclosure of records or other information concerning any citizen in a
federally assisted alcohol or drug abuse program;
5.
Explain federal regulations pertaining to substance abuse and describe the processes related to court ordered subpoenas
seeking a citizen’s record;
6.
Describe common problems relating to the disclosure of criminal activity on the part of a citizen;
7.
Describe the reporting requirements for the HIV/AIDS population.
8.
Describe situations involving values, morals, or professional ethics which arise in their work and explain their
approach to handling them.
Learning Assessment
Participants will be assessed on:
1.
Class attendance
2.
Achievement of course objectives as shown by
a. Class participation
b. Term paper
17
Metropolitan College of NY
Audrey Cohen School for Human Services and Education
CASAC Handbook 2011
Course Outline
Sessions
1
Introduction to the general rules against disclosure.
2-3
Exceptions to the general prohibition rules.
1.
2.
3.
4.
5.
6.
7.
Disclosures with patient consent.
Understanding the consent requirements
The use of consent forms.
Disclosures to third-party payers.
Disclosures to central registries.
Disclosures to employers and employment agencies.
Criminal justice system referrals.
4
Subpoenas and court ordered subpoenas
5
Procedures for court ordered subpoenas
6
Patient crimes on program premises or against program personnel
Identifications
Regulations
7
Audits and evaluations
Identifications
Regulations
8
Child abuse and neglect reporting
Identifications
Regulations
9
Patient access to records
Identifications
Regulations
10-11
Common problems
1.
Disclosing criminal activity by patients
2.
Is there a day to report past crimes?
3.
Is there a day to warn?
4.
How to respond to subpoenas and warrants.
12
Transference and counter-transference
13
Handling HIV/AIDS reporting requirements
1.
Consent
2.
Anonymous reporting
3.
Qualified service organization agreement
4.
The research exception
5.
The audit and evaluation
14-15
Review session
Required Reading
Corey, G. et al., Issues and ethics in the helping professions (8th ed.). Belmont, CA: Thomson Brooks/Cole.
Recommended Reading
Galamter, M. & Herbert, K. (1994). Textbook of substance abuse treatment. Washington, DC: The American Psychiatric Press,
Incorporated.
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Metropolitan College of NY
Audrey Cohen School for Human Services and Education
CASAC Handbook 2011
CASAC #006
Special Populations and Multicultural Issues in Alcoholism and Substance Abuse
45 HOURS-OASAS SECTION II
Overview
Not long ago the United States was called a “melting pot”, because citizens were molded and adapted to the “American Way of
Life”. More recently, however, according to the United States’ Center for Substance Abuse Treatment, the concepts of cultural
pluralism and diversity are being stressed to promote the co-existence of various cultural groups that simultaneously maintain some
of their distinctive characteristics. Nevertheless, there are still conflicts between ethnic and cultural groups and disequilibrium in
the power, prestige, and resources available to different groups. These conflicts and inequalities have a tremendous impact on
disadvantaged persons, especially those involved in the use and abuse of alcohol and other drugs.
The overall purpose of this course is to equip participants to work with special populations by providing them with knowledge about
the concept of cultural competence and sensitivities toward the needs of particular populations in alcohol and other substance abuse
counseling. Students will be prepared to provide cross cultural counseling as well as counseling that addresses the needs of other
special populations such as offender populations, persons with mental disorders, ethnic and racial minority populations, women,
gays and lesbians, adolescents, and the elderly.
Learning Objectives
At the end of the course successful participants will be able to:
1.
Describe a continuum of cultural competence, which characterizes various possible responses to persons from
cultures other than their own.
2.
Explain the construct of “cultural sensitivity”.
3.
Identify and describe special populations in their agency and the larger society.
4.
Use population specific skills to work more effectively with various special populations.
Learning Assessment
Assessment will be based on:
1.
Attendance
2.
Achievement of course objectives as demonstrated by:
a) Participation in class activities and discussions.
b) Mid-term Take-home/oral presentation.
c) Final examination on readings, and class work.
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Metropolitan College of NY
Audrey Cohen School for Human Services and Education
CASAC Handbook 2011
Course Outline
Sessions
1.
Introduction: Special Populations in Alcohol and Substance Abuse Counseling
2.
Self Assessment/Discussion on Biases
3.
Asian Americans and Native Americans
4.
Hispanic and African Americans
5.
Cultural Competence
6.
Differences in Working with Chemical Dependent Men and Women
7.
Gay / Lesbian Clients
8.
Midterm: Oral Presentations
9.
Adolescents vs. Elderly Service Delivery
10.
Working with Disabled Clients
11.
Dual Diagnosed Sensitivities (MICA)
12.
Working with Offenders
13.
Understanding Pathological Gamblers
14.
Review Session
15.
Final Exam
Required Reading
Sue, W.D. & Sue, D. (2007). Counseling the culturally diverse: theory and practice (5th ed.). New York: John Wiley & Sons.
Other articles and handouts distributed by Instructor
Suggested Readings
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders- text revised (4th ed.). Washington
DC: American Psychiatric Association.
Atkinson, D., Morten, G. & Sue, D.W. (2003). Counseling american minorities (6th ed.). New York: McGraw- Hill.
Bell, P. (2002). Chemical dependency and the african-american (2nd ed.). Minneapolis: Hazelden.
Brisbane, F.L., & Womble, M. (1992). Working with african-americans: the professional’s handbook. Needham, MA: Ginn Press.
Corey, G. (2004). Theory and practice of counseling and psychotherapy (7th ed.). Pacific Grove, CA: Brooks/Cole Publishing
Company.
Doweiko, H. (2001). Concepts of chemical dependency (5th ed.). Pacific Grove, CA: Brooks/Cole.
Panaiagua, F. (1998). Assessing and treating culturally diverse clients (2nd ed.). California: Sage Publications.
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Metropolitan College of NY
Audrey Cohen School for Human Services and Education
CASAC Handbook 2011
CASAC # 007
Theories and Principles of Alcoholism and Substance Abuse Counseling
45 HOURS-OASAS SECTION II
Overview
The purpose of this course is to provide students with an overview of the various counseling theories and their application to
alcoholism and substance abuse counseling and treatment. Students will develop an understanding of models of counseling (e.g.
client-centered, psychodynamic, gestalt, Adlerian, rational-emotive therapy (RET), etc. and theories of human growth and
development. They will develop a sense of the values inherent in the various counseling theories as they apply to alcoholism and
substance abuse counseling and treatment. Students will develop the professional skills and techniques necessary to assess the
appropriateness of the various counseling theories to their client population.
Learning Objectives
By the end of this course, students will be able to:
1.
Describe their own experience as they relate to counseling.
2.
Identify the various counseling theories and approaches.
3.
Describe the principles and theoretical base of each counseling theory.
4.
Describe how each counseling theory can be applied to alcoholism and substance abuse counseling and treatment.
5.
Identify the stages of human growth and development.
6.
Evaluate the theories that have been studied in relation to the strengths and needs of the citizens the student is working
with.
Assessment
Students will be assessed on their:
1.
2.
Attendance
Achievement of the course objective as demonstrated by:
a. Class participation,
b. Oral presentation of case studies
c. Term paper based on theory and practice
Course Outline
Sessions
1
Introduction: Theoretical Base of Counseling
a.
History
b.
Behavioral/ Cognitive/ Analytical Theories
c.
Human Growth and Development
d.
Family Systems and Substance Abuse
e.
Utilizing the Twelve Steps
2
Rational-Emotive Therapy (RET) Rational Behavior Therapy
a.
Description
b.
Principles
c.
Application to Addiction Counseling
3
Rogerian Therapy (Person-Centered):
a.
Description
b.
Principles
c.
Application to Addiction Counseling
4
Transactional Analysis
a.
Description
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Metropolitan College of NY
b.
c.
Audrey Cohen School for Human Services and Education
5
Reality Therapy
a.
Description
b.
Principles
c.
Application to Addiction Counseling
6
Neuro-Linguistic Programming/Gestalt Therapy
a.
Description
b.
Principles
c.
Application to Addiction Counseling
7
Freudian
a.
b.
c.
Description
Principles
Application to Addiction Counseling
8
Adlerian/Aversion Therapy
a.
Description
b.
Principles
c.
Applications to Addiction Counseling
9-10
Human Growth and Development
a.
Life Stages
Primary Development task of Adolescent
Erikson’s Model of Adult Development
Levinson’s Theory of Adult Development
11-12
CASAC Handbook 2011
Principles
Application to Addiction Counseling
b.
Personality Disorders – Three Major Personality Disorders which relate to Addiction
1. Anti-Social
2. Passive Aggressive
3. Borderline
c.
Dual Diagnosis: Psychiatric Illnesses
Schizophrenia
Bipolar Disorder
Major Depression
Anxiety Disorder
Family systems and Substance Abuse
a. Family Systems Therapy
Chemical Dependency as a Family Disease
Treatment Considerations
Goals for Family Treatment
b. Co-dependency
c. Systemic Enabling
d. Abuse Issues
13
Utilizing the Twelve Steps:
a. Working a Recovery Program
14-15
Summary and Review: Theoretical Base of Counseling
Required Reading
Cory, G. (2009). Theory and practice of counseling and psychotherapy (8th ed.). Brooks/Cole Publishing Company
Suggested Reading
Zimberg, S. Wallace, J., & Blume, S., (1985). Practical approaches to alcoholism psychotherapy (2nd ed.). New York: Plenum
Press.
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Metropolitan College of NY
Audrey Cohen School for Human Services and Education
CASAC Handbook 2011
CASAC # 008
Assessment and Treatment Planning of Alcohol and Other Drug Dependency
45 HOURS-OASAS SECTION III
Overview
The overall purpose of this course is to provide participants with the knowledge and skills needed to a) assess the client’s strengths,
weaknesses, problems and needs, and b) prepare a treatment plan based on a ranking of the client’s needs, establishing treatment
goals and objectives, methods, and resources in consultation with the client, and gaining the client’s agreement to the plan.
Part A. Assessment
Assessment is defined as “Those procedures by which a counselor/program identifies and evaluates an
individual’s strengths, weaknesses, problems, and needs for the development of the treatment plan”. In this part
of the course, participants will learn about the interrelationship of assessment, problem identification and ranking
of clients’ needs, and how to describe the areas of assessment as outlined by the International Certification And
Reciprocity Consortium/Alcohol and other Drug Abuse, Inc. (ICRC/AODA, Inc.)
Objectives for Part A.
By the end of this course successful participants will understand the Global Criteria for assessment and be able to:
1.
Explain the significance of assessment, why it is done, and the impact it has on treatment progress.
2.
Gather a relevant history from the client, including but not limited to alcohol and other drug abuse, using
appropriate interview techniques.
3.
Identify and use appropriate methods and procedures for obtaining corroborative information from
significant secondary sources regarding clients’ alcohol and other drug abuse and prepare a psychosocial
history.
4.
Identify and use appropriate assessment tools.
5.
Explain the assessment process and the techniques used to the client.
6.
Develop a diagnostic evaluation of the client’s substance abuse and any co-existing conditions based on
the results of all assessments in order to provide an integrated approach to treatment planning based on
the client’s strengths, weaknesses, and identified problems and needs.
Part B. Treatment Planning
Treatment planning is described as the “process by which the counselor and the client identify and rank problems
needing resolution. The treatment plan contract is based on the assessment, and is a product of an agreement
between the client and counselor to assure that the plan is tailored to the individual’s needs”.
Objectives for Part B.
By the end of this course successful participants will demonstrate knowledge of the Global Criteria for treatment
planning and be able to:
1.
Explain assessment results as they relate to the development of a treatment plan.
2.
Identify and rank the problems that appear in the individual assessment plan.
3.
Prepare a treatment plan incorporating immediate and long-term goals, expressed in behavioral terms.
4.
Formulate at least three complete treatment objectives specific to the needs presented in a sample case.
5.
Identify treatment methods and resources appropriate for the individual client.
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Metropolitan College of NY
6.
Audrey Cohen School for Human Services and Education
CASAC Handbook 2011
Obtain the client’s agreement to the treatment plan.
Assessment of Participants
Assessment will be based on:
1.
Attendance
2.
Achievement of course objectives as demonstrated by
a.
Participation in seminars showing mastery of the readings and an ability to discuss the material
b.
Term paper
Course Outline
Session
1
Introduction – Overview of assessment and treating planning.
2-3
The Assessment Process.
4-5
Assessment Tools.
6-8
Interviewing Skills.
8-9
Elements of Treatment Planning
Problem Identification.
10-12
Goal Setting
Formulating Objectives.
11
Considerations in Charting.
12
The twelve core functions and competency areas of the substance abuse counselor.
13-14
Final Examination: Oral Presentations.
15
Review Session
Assigned Readings
American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders (4th ed.). American Psychiatric
Publishing, Incorporated.
Lewis, J.A., Dana, R.Q., & Blevins, G.A. (1994). Substance abuse counseling: an individualized approach (2nd ed.). Pacific Grove,
CA: Brooks/Cole Publishing Company.
Recommended Readings
Beck, A.T., Wright, F.D., Newman, C.F., & Liese, B.S. (1993). Cognitive therapy of substance abuse. New York: Guilford Press.
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Metropolitan College of NY
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CASAC Handbook 2011
COURSE EVALUATION
NYS OASAS Provider Number 0218
Title of Course: __________________________________ Instructor ___________________________________________
Date: __________________________________
Number of Credit Hours: __________________
Level of Education: (circle)
Graduate
Doctoral
Post Graduate
Undergraduate
High School.
This evaluation form is intended to provide feedback about your experiences in this course to your instructor. It is also a requirement of NYS
OASAS in order to receive your Certificate of Completion.
Thank you for your participation and any suggestions/feedback given.
Questions:
1. What were your objectives when you signed up for this course? Were your objectives met? Please explain.
2. Was the information presented in a clear and organized manner? Did the instructor seem knowledgeable about the subject matter?
3. Did you have sufficient opportunity to interact with your instructor? Did the instructor provide an environment for questions and allow an
opportunity for class interaction?
4. Please identify and describe the learning activities and methods used in this course (i.e. handouts, experiential/interactive exercises, film etc…)
5. If you were to take this course over again, what would you like to be the same and what would you like the instructor to do differently?
On a scale of one (1) to five (5), (1 = extremely dissatisfied and 5 = highly satisfied) please rate the following:
Rate
Course Material
Instructor’s Knowledge/Presentation
Aides, (i.e. exercises, handouts, films, etc.)
Room (space size)
Room (auditory)
Did the course satisfy your expectation?
6. Would you recommend this course to others?
Please provide any additional comments.
Thank you.
___________________________________________________
Signature (Optional)
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