Troy University
A future of opportunities
Graduate Counseling Program
Course Syllabus
Orlando Campus
Course
CP 6634 - Drug Education and Rehabilitation
Term, Day, Time
Term 2: 13 October thru 14 December 2014
Wednesdays 5:30-10:30 PM
Instructor
Instructor
Contact
Name:
Phone:
Email:
Michael Cox, Ph.D.
407-440-8265
coxm@troy.edu
(preferred contact method)
Course URL:
http://www.heartofcentralflorida.org/troy/6634
(Note: Site not active until start of class)
E-mail (above) is my preferred method of contact. If you Email me include
your full name in your message. I check my E-mail far more frequently than I
do my phone. If you do not receive a response from me within 6 hours you
should assume I did not receive your E-mail. Resend the E-mail and also leave
me a phone message.
If you need to speak with me in person I will make myself available before
class. Please make an appointment to insure I do not have prior commitments
Catalog
Description
CP 6634 - Drug Education and Rehabilitation
A study of commonly abused drugs, drug abuse prevention, and treatment
techniques. Examines characteristics of people at high risk to become
substance abusers/addicts.
Course Objectives
The Teacher Education Program and Counseling Programs are designed to
provide a quality, academic program that emphasizes meaningful and practical
learning experiences in preparing students to be innovative, informed,
reflective decision-makers. In addition, this course provides opportunities for
students to demonstrate knowledge of the following:
1. Identify and evaluate various treatment and relapse prevention
approaches. C= 4.A.3; A.5; B.1; B.2; C.2; D.2
2. Identify common substances of abuse and their pharmacological
action. C= 4.A.6; A.7; D. 2.
3. Recognize the effects of chemical dependency on families and society.
C= 4.C.3; C.5; D.1; D.2; D.3.
4. Understand the philosophies and strategies of the 12
5.
6.
7.
8.
Required/
Materials &
Texts:
step programs (e.g., Alcoholics Anonymous and
Narcotics Anonymous). C= 4.C.6; D.2; D.3.
Identify and articulate ethical principle relevant to
working within an addiction population. C= A.4; B1.
Understand factors that increase the likelihood for a
person, community, or group to be at risk for or
resilient to psychoactive substance use disorders.
C=4.A.6; A.8; C.3; D.5; E.3
Understand the history of addiction treatment and
various service delivery systems. C=4.A.1; A.3; A.4;
B2.
Identify the role of biological, psychological and social
variables related to the etiology of addiction. C=4.A.1;
A.7; A.8; E.1
Required at the Start of the First Class Session:
Required:
1. Harold E. Doweiko, (2015), Concepts of Chemical Dependency, 9th
Edition, Wadsworth Publishing Company, Belmont, CA ISBN:
9781285457178
2. A paper 3 pronged folder to keep your reaction papers in (no reaction
paper will be accepted without being in a pronged folder.)
Other Materials: Students enrolled in this course are required to purchase
LiveText and Must have access to a computer and internet. Students
enrolled purchase LiveText the same as purchasing a text book. You need
only purchase LiveText ONCE. LiveText will be good for all of the
classes required for the CP degree. LiveText is good for 5 years and
cannot be shared. If you have purchased LiveText in a previous term or
semester you do not need to purchase it again.
Recommended:
1. Connie Kuhn, Scott Swartzwelder, and Wilkie Wilson (2014), Buzzed:
The Straight Facts About the Most Used and Abused Drugs from
Alcohol to Ecstasy, (4th Ed), New York: W.W. Norton & Company,
ISBN: 0393344517
Additional reading assignments will be provided throughout the class.
Students should order textbooks as soon as possible to insure receipt prior to
the beginning of the term. Troy University’s official bookstore is MBS Direct
at http://bookstore.mbsdirect.net/troy.htm MBS is the official provider of the
approved textbooks for each term. Orders
may be placed online with a credit/debit card or by phone (1-800-325-3252).
Students purchasing textbooks from other sources do so at their own risk in
relation to order accuracy, timely receipt, or completeness of materials.
Grading
Students must realize the grading of this course has a subjective component to
it based upon the experience of the instructor. The counseling faculty
recognizes that counseling skills and counselor effectiveness cannot be
assessed in the same manner as academic performance in typical university
coursework. Students completing this course should demonstrate marked
progress toward the course objectives as noted above as well as be able to
write coherently about counseling theories and techniques. Your final grade in
this course will reflect not only your academic performance but also your
counseling skill development as evaluated by the instructor and your
supervisor. For example, it is possible to excel academically and receive a
final grade less than an A or B. Thus, all grades will reflect a combination of
objective and
subjective assessment.
1.
2.
3.
4.
5.
LiveText Assignment #1:
Common Substances of
Abuse
Reaction Papers:
(Possible 15 pts each)
LiveText Assignment #2:
Research Paper
LiveText Assignment #3:
Mid-Term Exam
LiveText Assignment #4:
Final Exam
10 Pts
A - 365 - 430 Pts
120 Pts
B - 299-364 Pts
100 Pts
C - 233-298 Pts
100 Pts
F-
< 233 Pts
100 Pts
Total Possible Points = 430
NOTE: Each Unexcused Class Absence Will Result In A Subtraction Of
25 Points From Your Course Total.
Course
Requirements:
ASSIGNMENTS/ASSESSMENTS FOR CP 6634 Legal, Ethical, and
Professional Standards and Issues.
1 - Prior to completing the first LiveText Assignment for this course, students
must complete the demographic form CP 6634 located in the Forms Section of
LiveText.
Assignment #1:
Text Summary Of
The Common
Substances Of
Abuse And Their
Pharmacological
Action
Assignment 1: Text Summary Of The Common Substances Of Abuse And
Their Pharmacological Action
Student Directions: Complete Text Summary in LiveText as directed by
your instructor.
Text Summary – Common substances of abuse
1. Discuss the social effects of psychoactive substance use and abuse.
What are some risk factors for first experimenting with alcohol and
drugs? What are some intervention strategies?
2. Identify the impact of crisis, disaster, and other trauma-causing events
on persons with addiction. (a) level of addiction, (b) abuse or
dependence, (c) social use, and (d) cultural specific intervention
strategies.
3. Discuss genetic impact of chemical dependency? What is the
likelihood of some individuals becoming addicted to alcohol/drugs?
After The Student Completes Assignment 1, A Paper Is Submitted In
Livetext. The Paper Is Evaluated By The Rubric Found In The Appendix
To This Syllabus.
Assignment #2:
Research Paper
Assignment 2: Research Paper
Note that writing competency is important in graduate school. The grade
penalty is heavy for lack of simple proofing of grammar and spelling on all
assignments. Students are expected to complete written assignments in
English at the graduate level. As a graduate student and counselor in training,
you have a responsibility to the profession and those you will be representing
and/or counseling to write professionally.
Students will be required to complete a scholarly research paper on a topic
directly related to substance abuse and/or substance abuse counseling and
approved by the instructor. Completed research papers must adhere to APA
style Version 6 guidelines. All references must be dated in the last 5 years
(except for acknowledged germinal works.) Non-peer reviewed Internet
sources are not acceptable. (i.e. Wikipedia.com is not a peer reviewed site.)
Papers must include a title page, abstract, body and references pages. All
references cited in text must be listed on the references page and all listed
references must be cited in the body. Papers
must of sufficient length to adequately cover the material researched. The
research paper may have no more than 20% of its content quoted from another
source. The paper must be submitted to www.turnitin.com and your
LiveText.com account. Late submissions will not be accepted Further
information will be provided during the first class.
Previously submitted research papers cannot be “recycled” for this class.
Additionally, the same research paper turned in to more than one class without
written approval from both instructors is considered unethical &
unprofessional academic behavior and will result in a course grade of “F”.
After The Student Completes This Assignment A Paper Is Submitted In
LiveText. The Paper Is Evaluated By The Rubric Found In The
Appendix To This Syllabus.
Assignment #3:
Mid-Term Exam
Assignment 3: – Midterm Exam
Assignment #4:
Final Exam
Assignment 4: – Final Exam
Assignment #5:
Reaction Papers
Assignment 5: – Reaction Papers
Student Directions - This midterm exam is a multiple choice short answer and
fill in the blanks exam administered face-to-face by the instructor.
Student Directions - The final exam is a comprehensive multiple choice short
answer and fill in the blanks exam administered face-to-face by the instructor.
Student Directions – As a part of the professional growth and development of
the professional counselor, it is imperative the student is aware of their own
personal values and unresolved issues which can adversely affect
client/therapist relationships when counseling clients with substance abuse
issues. To this end, students must complete a confidential weekly reaction
paper covering the material covered for that weekend. The reaction paper
should cover the student’s visceral response(s) to the material and their
subjective response to it (i.e. values, “gut” responses, conflicts with individual
beliefs etc.)
The goal of the reaction papers is to aid the student in dealing with their own
reactions in a safe environment before encountering similar situations in
clinical practice.
Hard copy reaction papers must be submitted at the start of the class for the
week preceding. Grammar, spelling and graduate level command of the
English language DO count.
No Late Submission or Email Submission Of Reaction Papers Will Be
Accepted.
Weekly Schedule:
Weekly Class Schedule Subject to Change Without Prior Notice. All readings
to be completed before class.
Session
Readings
Readings Prior to Class: Chaps 1, 2, 3, & 4
Week 1
Focus of Class: A general introduction to the course and
topic to include basic definitions, classifications and use of
drugs. We will also investigate the allure of drugs, basic
human pharmacology and begin to explore the concept of
Harm Reduction as applied to substance abusers.
Readings Prior to Class: Chaps 1, 2, 3, & 4
Week 2
Focus of Class: Alcohol: We will look at the nature of the
drug, historical background, pharmacology of use and abuse,
assessment techniques and treatment programs and options.
We will also begin discussing the process of addiction vs.
habituation and dependence.
Readings Prior to Class: Chaps 1, 2, 3, & 4
Week 3
Focus of Class: Part 1: Narcotics (opioids and synthetics)
including classifications and actions of narcotics,
assessment, intervention and treatment options. Part 2 will
focus on the sedative/hypnotic drug classifications including
anxiolytic medications.
Readings Prior to Class: Chaps 5 thru 10
Week 4
Focus of Class: Tobacco, Cocaine, Amphetamines, caffeine
and other stimulants. We will explore pharmacology, health
effects, legal issues and availability.
Review for the Mid-Term Examination.
Mid-Term Examination on all material covering thus far.
Week 5
Readings Prior to Class: Chapters 5 thru 10
Focus of Class: Psychedelics (LSD, PCP, 2-CB, etc.) and
Marijuana
Weekly Schedule:
Readings Prior to Class: Chapters 5 thru 10
Week 6
Focus of Class: Over the counter (OTC) non-prescription
drugs and those requiring a physician’s prescription. We
will look at prescription drug abuse, diversion, counselor
impairment as well as intervention and treatment models.
Readings Prior to Class: Chapters 11 & 12
Week 7
Week 8
Focus of Class: Harm Reduction, substance abuse
prevention, education and rehabilitation. We will also
explore various approaches to treatment.
Readings Prior to Class: Chapters 11 & 12
Furnished by instructor during week 7
Focus of Class: Substance abuse testing; ethical and legal
issues. Pharmacology of ingested substances as related to
urine, sweat, saliva and hair testing
Review for the Final Examination.
Week 9
Readings Prior to Class: Chapters 11 & 12
Comprehensive Final Examination
Research Papers Due
Focus of Class: Final discussions, professional opportunities
in substance abuse counseling, certification programs,
further educational opportunities.
INSTRUCTOR NOTE:
This Course Strongly Utilizes Video Mediated Instructional (VMI)
Material. This Material Can Be Graphic And Frequently Utilizes
“Street” Vernacular. Students Will Find Their Individual Value Systems
May Be Challenged But They Are Reminded This Material Is Presented
For It’s Academic/Educational Content And Not For Entertainment
Purposes.
Policy Statements:
University &
Course Policies
Self-Awareness, Safety of Disclosure, Appropriate Interpersonal Skills
and ACA Code of Ethics:
In the interaction between class members, self-disclosure and personal
examination will occur. All interactions fall under the same umbrella of
confidentiality as do client/counselor relationships, i.e., what is discussed in
the class stays in the class and is not discussed with other students outside of
the course or friends. Any violations of the ethical standards will be dealt
with accordingly. Maintaining confidentiality is the primary ethical principle
of counselors. If a student fails to maintain the confidentiality of clients or
classmates, the student risks a failing grade in the course. In addition, the
instructor will refer the breach of confidentiality to the Counseling Faculty for
disciplinary action of the student.
We will be learning from each other in addition to the text throughout the
semester. Therefore, it is important that everyone feels safe, comfortable,
and free to discuss and elaborate on their thoughts around their
developing knowledge and skills. In class, it is important for each of us to be
respectful of one another’s positions; relating to others in an empathic manner
occurs in class just as with clients. You are encouraged to make your
feelings and thoughts known, yet, to do so in a “counselor manner”, i.e.,
respecting the position of listener while giving voice to your thoughts and
using your budding counselor attending skills. This is an opportunity for
you to practice and evidence your basic skills of empathy, warmth,
genuineness, and congruence by communicating in a manner consistent with a
good counselor. The building of trusting alliances with your classmates is as
important as doing so with your clients. Therefore, you will be practicing
some of the same skills when participating in class as in counseling sessions
with your clients one day.
Further, openness to supervision and instruction by the instructor can
become an issue for some students and is, therefore, emphasized here.
Openness to supervision is defined as: accepting supervision—both individual
and in class; recognizing your own personal strengths, weaknesses, biases,
needs, and beliefs; sensing personal and professional impact on others, both
positive and negative; accepting and applying feedback from instructor;
seeking out needed experiences, feedback, etc., in a proactive way; and
accepting feedback in a non-defensive manner with a professional attitude.
Students who do not evidence openness to supervision and or appropriate
interpersonal skills are subject to remediation by the Counseling Faculty at the
campus. See the student handbook and or catalog for further detail.
Confidentiality:
As with all graduate level counseling courses, open criticism, free dialogs, and
academic discourses are encouraged and expected between students and the
instructor. No audio or video recording of this class is allowed. To promote
the academic security this requires, all students are expected to adhere to the
principles of confidentiality normally followed in the counseling profession
(regardless of their individual academic focus). Breaching another student’s
confidentiality can be grounds for administrative action. More will be covered
on this topic during the initial class session.
Cell Phones and Laptops:
Policy Statements:
University &
Course Policies
All cell phones shall be set on silent or vibrate mode during class. Cell
Phones, Laptops, IPads, PC Tablets, etc. are not permitted to be used during
class session. Students can use them as needed during breaks. This policy is
not negotiable.
INCOMING COMPETENCY OF STUDENT EXPECTED BY
INSTRUCTOR/ PREREQUISITES:
This course has a prerequisite of 10 hours of required courses. It is expected
all students will have a general knowledge of the major counseling theories
that were covered in CP 6000-Professional Orientation.
TROY E-MAIL:
Effective July 1, 2005, all students were required to obtain and use the
TROY e-mail address that is automatically assigned to them as TROY
students. All official correspondence (including bills, statements, e-mails
from instructors, etc.) will be sent ONLY to the troy.edu (@troy.edu)
address.
Your troy.edu e-mail address is the same as your Web Express user ID
following by @troy.edu. Students are responsible for the information that is
sent to their TROY e-mail account. You can get to your e-mail account by
logging onto the course and clicking “E-mail Login”. You will be able to
forward your TROY e-mail to your eArmy e-mail account. You must first
access your TROY e-mail account through the TROY e-mail link found on the
Web site. After you log in to your TROY e-mail account, click on “options”
on the left hand side of the page. Then click on “forwarding.” This will
enable you to set up the e-mail address to which you will forward your email.
METHODS OF INSTRUCTION:
Interactive lecture, use of multimedia, group discussion, instructor scenarios,
and essay feedback. Instructional materials may also include video aided
instruction and guest presenters. Students, as future therapists, are expected to
be flexible and should consider the course syllabus as being subject to changes
without prior notice.
SUBMITTING/RETURNING ASSIGNMENTS:
All assignments are to be submitted in a timely fashion. The granting of makeup assignments is rare and will be considered only on a case-by-case basis.
ATTENDANCE POLICY:
Policy Statements:
University &
Course Policies
Students are expected to make appropriate arrangements with their
employers/family to ensure they can attend all schedule class meetings before
signing up for this course. No points will be given for merely attending class,
however students arriving late for a class (i.e. after instruction has begun) will
receive a reduction of 5 points from their final point total for the term.
Additionally each unexcused class absences will result in a 25 point deduction
from the student’s final grade. To avoid an unexcused absence, if you are
unable to attend class, you should notify the instructor prior to the class.
Sometimes such a notification is not possible. In these cases you should
notify the instructor of the reason for your absence within 24 hours of the
absence, otherwise the absence will be considered unexcused. In accordance
with university guidelines, excessive absence is reported. Students with two
(2) unexcused absences should withdrawal from the course as successful
completion of the course will not be possible.
Excused absences are granted solely at the discretion of the instructor.
Arrangements for excused absences must be made prior to the absence. This
policy will be explained in detail on the night of the first class.
Incomplete Grade Policy:
Awarding an “Incomplete” is at the sole discretion of the instructor. A grade
of Incomplete "I" is not automatically assigned, but rather must be requested
by the student. This may be accomplished by submitting, to the professor, a
copy of the “Petition For and Work to Remove an Incomplete Grade” form.
An "I" can never be used in place of an "F", nor will an "I" be assigned
because of excessive absences.
Policy/Rules for granting an Incomplete (INC):
An incomplete cannot be issued without a request from the student. To
qualify for an incomplete, the student must:
1. Initiate the request for an incomplete in writing.
2. Have completed the majority of the course material
and have a documented reason for requesting the
incomplete. (“majority of the course material” means
only one [1] assignments/exams left to be completed.)
3. Be passing the course at the time of their request.
If all of the above criteria are not met an incomplete
will not be granted.
An INC is not a substitute for an F. If a student has earned an “F” by not
submitting all the work or by receiving an overall F average, then the F stands.
MAKE-UP WORK POLICY
You are expected to complete all assignments to the degree of satisfaction of
the instructor, within the expected time frame. The course grade will reflect
required assignments not completed in a timely fashion. A 10 page APA style
paper, of the instructor's choosing, may be substituted for a missed exam. At
the discretion of the instructor, students may be required to complete a makeup assignment, of the instructor’s choice, for missed class time. Missing
regularly scheduled classes will trigger a request to schedule an appointment
with the instructor.
INTERNET
You may E-mail the instructor for any class reason (coxm@troy.edu).
Telephonic communication is preferred in situations of urgency. Students are
encouraged to use the library services at www.tsufl.edu to locate professional
journal articles for the research requirements of the course.
NON-HARASSMENT, HOSTILE WORK/CLASS ENVIRONMENT
Policy Statements:
University &
Course Policies
Troy University expects students to treat fellow students, their instructors,
other TROY faculty, and staff as adults and with respect. No form of “hostile
environment” or “harassment” will be tolerated by any student or employee.
AMERICANS WITH DISABILITIES ACT (ADA):
Troy University supports Section 504 of the Rehabilitation Act of 1973 and
the Americans with Disabilities Act of 1990, which insure that postsecondary
students with disabilities have equal access to all academic programs, physical
access to all buildings, facilities and events, and are not discriminated against
on the basis of disability. Eligible students, with appropriate documentation,
will be provided equal opportunity to demonstrate their academic skills and
potential through the provision of academic adaptations and reasonable
accommodations. Further information, including appropriate contact
information, can be found at the link for Troy University’s Office of Human
Resources at http://www.troy.edu/humanresources/ADAPolicy2003.htm
STANDARDS OF CONDUCT:
Course Class Participation:
1.
2.
3.
4.
5.
Contribution To Class Process
Willingness To Learn
Feedback To Classmates
Physical and Psychological “Presence” In Class
Professionalism/Ethical
HONESTY AND PLAGIARISM:
According to the Publication Manual of the American Psychological
Association (2010), plagiarism involves presenting the work of another as if it
were your own work. It is very important that you give appropriate credit to
others when you use their work. If you paraphrase someone else’s work, you
must also give them credit with a citation.
All students are expected to know what constitutes plagiarism and to
avoid committing plagiarism in their written work. Plagiarism will not be
excused by ignorance on the student’s part. If you believe that you do not have
a clear understanding of plagiarism, see your instructor immediately and
before any written work is turned in.
The awarding of a university degree attests that an individual has
demonstrated mastery of a significant body of knowledge and skills of
substantive value to society. Any type of dishonesty in securing those
credentials therefore invites serious sanctions, up to and including suspension
and expulsion (see Standard of Conduct in each TROY Catalog). Examples
of dishonesty include actual or attempted cheating, plagiarism*, or knowingly
furnishing false information to any university employee.
The commission of or the attempt to commit any cheating and/or plagiarism
are in violation of the Standard of Conduct stated in the Troy University
Catalog and Oracle, and may be disciplined by any means including warning,
resubmission, loss of marks, failure on a particular assignment or the course
and up to and including suspension and expulsion from the University.
Policy Statements:
University &
Course Policies
*Plagiarism is defined as submitting anything for credit in one course that has
already been submitted for credit in another course, or copying any part of
someone else’s intellectual work – their ideas and/or words – published or
unpublished, including that of other students, and portraying it as one’s own.
Proper quoting, using strict APA formatting, is required, as described by the
instructor. All students are required to read the material presented at:
http://troy.troy.edu/writingcenter/research.html

Students must properly cite any quoted material. No research or other
assignment may have more than 20% of its content quoted from another
source. Students who need assistance in learning to paraphrase should ask
the instructor for guidance and consult the links at the Troy Writing
Center. If students have questions about plagiarism, they should go to
http://uclibrary.troy.edu/help/helps-plagiarism.htm

This university employs plagiarism-detection software, through which
all written student assignments are processed for comparison with material
published in traditional sources (books, journals, magazines), on the
internet (to include essays for sale), and papers turned in
by students in the same and other classes in this and all
previous terms. The penalty for plagiarism may range
from zero credit on the assignment, to zero in the course,
to expulsion from the university with appropriate notation
in the student’s permanent file.
ALLEGATIONS OF PLAGIARISM:
Depending on the circumstances, the penalty imposed for plagiarism may
include warning, resubmission, loss of marks, failure on a particular
assignment or course, or a charge of misconduct to be dealt with by Troy
University.
LIBRARY SUPPORT:
Troy University Southeast Region offers library services through a virtual
library. Two professional librarians are located in Suite 14 of the Florida
Office, where they offer the following services to students via telephone, email, and in person: reference assistance, technical assistance with using
the online resources, and any other help that students might need. During the
hours that the Librarians are there, students in the local area may also come for
hands-on assistance in using the computers to access information. The hours
(Central Time) for services are Monday through Friday, 8 a.m. to 5 p.m.
Although the office is closed on Saturday, Sunday, and holidays, during these
times, students may access Live Chat, an instant messaging service, for online
assistance from the Troy libraries. There is a link to that service on the TROY
Global Campus Library Services Web page, http://uclibrary.troy.edu.
Contact information: Phone numbers: 800-638-7237; 850-301-2154; 850-3012129. E-mail: library1@troy.edu.
CELL PHONES & OTHER ELECTRONIC DEVICES USED IN THE
INSTRUCTIONAL ENVIRONMENT
Policy Statements:
University &
Course Policies
Use of any electronic device by students in the instructional environment is
prohibited unless explicitly approved on a case-by-case basis by the instructor
of record or by the Office of Disability Services in collaboration with the
instructor. Cellular phones, pagers, and other communication devices may be
used for emergencies, however, but sending or receiving non-emergency
messages is forbidden by the University. Particularly, use of a communication
device to violate the Troy University “Standards of Conduct” will result in
appropriate disciplinary action (See pp. 42-52 of the Oracle.
In order to receive emergency messages from the University or family
members, the call receipt indicator of devises must be in the vibration mode or
other unobtrusive mode of indication. Students receiving calls that they
believe to be emergency calls must answer quietly without disturbing the
teaching environment. If the call is an emergency, they must move
unobtrusively and quietly from the instructional area and notify the instructor
as soon as reasonably possible. Students who are expecting an emergency call
should inform the instructor before the start of the instructional period.
FACULTY EVALUATION:
In the eighth week of each term, students will be notified of the requirement to
fill out a course evaluation form. These evaluations are completely anonymous
and are on-line. Further information will be in the email notifying you of the
location and availability of the evaluation.
COMMENTS & QUESTIONS:
At Troy University, students are our most valuable commodity. If you have
any comments or questions about this course, please do not hesitate to contact
me.
Dr. Michael Cox
____________________
Michael Cox, PhD
Instructor
EVALUATION RUBRICS
Assignment/Essay 1: After the student completes Essay 1, the paper is submitted in LiveText. The paper is evaluated by the following
rubric.
Topic
Standard
Assessment
1
0-59 %
No Understanding
2
60-69%
Below Average
3
70-79%
Average
4
80-89%
Mastery
5
90-100%
Exceptional
Knowledge of the
social effects of
psychoactive
substance use and
abuse.
Addiction
Counseling 4.A.6;
A.7; D. 2.
Knowledge of the
impact of crisis,
disaster, and other
trauma-causing
events on persons
with addiction.
Addiction
Counseling 4. C.5;
D.7; F.1
Knowledge of the
genetic impact of
chemical
dependency.
Addiction
Counseling 4.C.3;
C.5; D.1; D.2;
No Knowledge of the
social effects of
psychoactive substance
use and abuse
Below average
Knowledge of the
social effects of
psychoactive substance
use and abuse
Average Knowledge of
the social effects of
psychoactive substance
use and abuse
Mastery Knowledge of
the social effects of
psychoactive substance
use and abuse
Exceptional
Knowledge of the
social effects of
psychoactive substance
use and abuse
No knowledge of the
impact of crisis,
disaster, and other
trauma-causing events
on persons with
addiction
Below average
knowledge the impact
of crisis, disaster, and
other trauma-causing
events on persons with
addiction
Average knowledge of
the impact of crisis,
disaster, and other
trauma-causing events
on persons with
addiction
Mastery knowledge of
the impact of crisis,
disaster, and other
trauma-causing events
on persons with
addiction
Exceptional knowledge
of the impact of crisis,
disaster, and other
trauma-causing events
on persons with
addiction
No knowledge of the
genetic impact of
chemical dependency
Below average
knowledge of the
genetic impact of
chemical dependency
Average knowledge of
the genetic impact of
chemical dependency
Mastery knowledge of
the genetic impact of
chemical dependency
Exceptional knowledge
of the genetic impact
of chemical
dependency
APA quality of
writing and use of
appropriate
grammar
No under-standing of
APA writing style and
appropriate use of
grammar
Below average understanding of APA
writing style and
appropriate use of
grammar
Average understanding of APA
writing style and
appropriate use of
grammar
Mastery understanding of APA
writing style and
appropriate use of
grammar
Exceptional understanding of APA
writing style and
appropriate use of
grammar
Assignment 2 /Research Paper: After the student completes the Research Paper, the paper is submitted in LiveText. The paper is
evaluated by the following rubric. (NOTE: Paper must be submitted concurrently to turnitin.com)
Topic
Standard
Assessment
Knowledge of
appropriate
intervention
approaches for
addictive families.
Addiction
Counseling 4.C.6;
D.2; D.3
Knowledge of
family behaviors
that harm rather
than help the
alcoholic/Addict.
Addiction
Counseling 4.A.7;
A.8; E.1
Knowledge of how
family member
can negatively
impact treatment
outcomes.
Addiction
Counseling 4.C.5;
D.2; F.3
APA quality of
writing and use of
appropriate
grammar
1
0-59 %
No Understanding
2
60-69%
Below Average
3
70-79%
Average
4
80-89%
Mastery
5
90-100%
Exceptional
No knowledge of
appropriate
intervention
approaches for
addictive families
Below average
knowledge of
appropriate
intervention
approaches for
addictive families
Average knowledge of
appropriate
intervention
approaches for
addictive families
Mastery knowledge of
appropriate
intervention
approaches for
addictive families
Exceptional knowledge
of appropriate
intervention
approaches for
addictive families
No knowledge of
family behaviors that
harm rather than help
the alcoholic/addict
Below average
knowledge of family
behaviors that harm
rather than help the
alcoholic/addict
Average knowledge of
family behaviors that
harm rather than help
the alcoholic/addict
Mastery knowledge of
family behaviors that
harm rather than help
the alcoholic/addict
Exceptional knowledge
of family behaviors
that harm rather than
help the
alcoholic/addict
No knowledge of how
family member can
negatively impact
treatment outcomes
Below average
knowledge of how
family member can
negatively impact
treatment outcomes
Average knowledge of
how family member
can negatively impact
treatment outcomes
Mastery knowledge of
how family member
can negatively impact
treatment outcomes
Exceptional knowledge
of how family member
can negatively impact
treatment outcomes
No under-standing of
APA writing style and
appropriate use of
grammar
Below average understanding of APA
writing style and
appropriate use of
grammar
Average understanding of APA
writing style and
appropriate use of
grammar
Mastery understanding of APA
writing style and
appropriate use of
grammar
Exceptional understanding of APA
writing style and
appropriate use of
grammar
SUMMARY EVALUATION:
The student will submit the assignment named CP 6634 Drug Education, Prevention and Intervention Instructor’s Summary Student Document to the
instructor in LiveText
Instructor completes form at the end of the course. This form assesses student progress in meeting CACREP objectives and provides summary
assessment information for program evaluation. The form is completed by the instructor at the end of the semester/term
Topic
Standard
Assignments/
Assessments
Assignment I
Test Summary
Students’
comprehensive
understanding of
Common substances of
abuse
CACREP Addictions
Counseling 4.
A-L
Assignment II
Research Paper
Students’
comprehensive
understanding of
chemical dependency
and the family
CACREP Addictions
Counseling 4.
A–L
Assessment III
Midterm Exam
Students’
comprehensive
understanding of
street drugs and OTC
medications
(1 pt)
No Understanding
0-59%
(2 pts)
Below Average
60-69%
(3 pts)
Average
70-79%
(4 pts)
Mastery
80-89%
(5 pts)
Advanced
90-100%
Demonstrate no
knowledge of
Common substances
of abuse
Demonstrate below
average knowledge of
Common substances
of abuse
Demonstrate average
knowledge of
Common substances
of abuse
Demonstrate mastery
knowledge of
Common substances
of abuse
Demonstrate
advanced knowledge
of Common
substances of abuse
Demonstrates no
understanding of
chemical dependency
and the family
Demonstrates
minimal
understanding
of chemical
dependency and the
family
Demonstrates average
understanding of
chemical dependency
and the family
Demonstrates
mastery
understanding of
chemical dependency
and the family
Demonstrates
exceptional
understanding of
chemical dependency
and the family
Demonstrates no
knowledge of street
drugs and OTC
medications
Demonstrates
minimal knowledge
of street drugs and
OTC medications
Demonstrates average
knowledge of street
drugs and OTC
medications
Demonstrates
mastery level
knowledge
of street drugs and
OTC medications
Demonstrates
exceptional
of street drugs and
OTC medications
Addictions Counseling
4.
A–L
Assessment IV
Final Exam
Students’
comprehensive
understanding of inpatient, out-patient,
and crisis residential
treatments
Addictions Counseling
4.
A–L
Demonstrates no
knowledge of inpatient, out-patient,
and crisis residential
treatments
Demonstrates
minimal knowledge
of in-patient, outpatient, and crisis
residential treatments
Demonstrates average
knowledge of inpatient, out-patient,
and crisis residential
treatments
Demonstrates
mastery level
knowledge
of in-patient, outpatient, and crisis
residential treatments
Demonstrates
exceptional
knowledge of inpatient, out-patient,
and crisis residential
treatments