Departmental Summary
Counselor Education
COUN Proposal 1:
Course Title and Credit Number Change for COUN 580
This change is necessary due to accreditation changes in requirements for content in the general
counseling area of addictions counseling. We will be adding content to this course which will make
the workload a 3-credit load and will cover motivational interviewing content and widen the
coverage to addictions other than chemical addictions.
COUN Proposal 2:
Adding a Course: Intimate and Family Relations: COUN 242
We have offered the course requested for two years and it has been a highly popular and important
course. It is a course that is compatible and consistent with the mission counselor education
programs across academia in that it addresses developmental concerns of late adolescents in the
areas of health relationships and families. Further, this course meets a need for both Women’s
Studies and Psychology, and both Directors/Chairs have signed off on this request.
Course Form
I. Summary of Proposed Changes
Dept / Program
Counselor Education
Prefix and Course #
COUN 580
Course Title
Chemical Dependency Counseling
Short Title (max. 26 characters incl. spaces)
Summarize the change(s) proposed
Due to accreditation requirements, we need to add to this
course’s content and coverage of topics. We will be
We need to add content to this course, change adding materials having to do with all forms of
the name of this course to reflect the
addictions and with certain techniques and approaches to
additional content, and increase the credits by treatment. Therefore, we need to change the name of the
one.
course to Addictions Counseling, Motivational
Interviewing, and Groups. We need to change the
course credits from 2 semester credits to 3 semester
credits.
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Date
Requestor:
Rita Sommers-Flanagan
9-8-10
Phone/ email :
Rita.sf@umontana.edu
Program Chair/Director:
Rita Sommers-Flanagan
Other affected programs
None
Dean:
Dr. Roberta Evans
Are other departments/programs affected by this
Please obtain signature(s) from the
modification because of
Chair/Director of any such department/ program
(a) required courses incl. prerequisites or corequisites, (above) before submission
(b) perceived overlap in content areas
(c) cross-listing of coursework
III: To Add a New Course Syllabus and assessment information is required (paste syllabus into
section V or attach). Course should have internal coherence and clear focus.
YES
NO
Common Course Numbering Review: Does an equivalent course exist
elsewhere in the MUS? Do the proposed abbreviation, number, title and credits
align with existing course(s)? Please indicate equivalent course/campus 
http://mus.edu/transfer/CCN/ccn_default.asp
Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits,
repeatability (if applicable), frequency of offering, prerequisites, and a brief description.) 
Justification: How does the course fit with the existing curriculum? Why is it needed?
Are there curricular adjustments to accommodate teaching this course?
Complete for UG courses. (UG courses should be assigned a 400 number).
Describe graduate increment (Reference guidelines: http://www.umt.edu/facultysenate/Grad/UG.htm)
Fees may be requested only for courses meeting specific conditions determined by the
Board of Regents. Please indicate whether this course will be considered for a fee.
If YES, what is the proposed amount of the fee?
YES
NO
Justification:
IV. To Delete or Change an Existing Course – check X all that apply
Deletion
Title
Course Number Change
From:
Level U, UG, G
To:
Description Change
Change in Credits x
From:
To:
Repeatability
Cross Listing
(primary program
initiates form)
Prerequisites
Is there a fee associated with the course?
1. Current course information at it appears in catalog 2. Full and exact entry (as proposed) G 580
Addictions Counseling, Motivational
G 580 Chemical Dependency Counseling 2
Interviewing, and Groups 3 cr. Offered summer.
cr. Offered autumn. Prereq., admission to
Prereq. admission to Counselor Education
Counselor Education program or consent of
program or consent of instr. Understanding
instr. Understanding chemical dependency and
addiction processes and treatment. Application of
its treatment. Development of
motivational interviewing and other evidenceschool/community programs for prevention and
based interventions in both group and individual
remediation. Counseling techniques and
contexts.
From:
To:
2
3
methods. Understanding the addictive process.
3. If cross-listed course: secondary program &
course number
4. Is this a course with MUS Common Course Numbering? If yes, then will this change eliminate the
course’s common course status? Please explain below.
5. Graduate increment if level of course is changed
to UG. Reference guidelines at:
http://www.umt.edu/facultysenate/Grad/UG.htm
(syllabus required in section V)
6. Other programs affected by the change
7. Justification for proposed change
Have you reviewed the graduate increment
guidelines? Please check (X) space provided.
V. Syllabus/Assessment Information
Required for new courses and course change from U to UG. Paste syllabus in field below or attach and
send digital copy with form.
OLD SYLLABUS:
UNIVERSITY OF MONTANA
Counselor Education
Counseling 580-Chemical Dependency Counseling
2 Credit Hours
Instructor:
Dudley A. Dana, Ph.D., CCDC
Licensed Clinical Psychologist
Licensed Addiction Counselor
Phone: 549-4088
Office hours: By appointment
Course Content and Description:
Chemical Dependency Counseling is an entry level graduate course that provides an overview of
the knowledge and skills required to effectively counsel clients with substance abuse problems.
Students will develop conceptual knowledge concerning substance abuse etiology, assessment,
and treatment through assigned readings, lectures, guest lecturers, and videos.
Course Objectives:
1. Provide an overview of historical developments in the field of drug and alcohol
counseling. Emphasis will be placed on the sociological, and psychological factors that
influence families and individuals, and how drug counseling developed to address these
issues (CACREP I a).
2. Provide an overview of the psychopharmacology of certain drugs and the physiological
and psychological effects of those chemicals on the brain (CACREP VII g).
3. Provide an overview of the factors, conditions, antecedents, and criteria to accurately
diagnose substance abuse disorders according to the DSM-IV-TR. Emphasis will be
placed on psycho-social methods to assess substance abuse (CACREP VII b, g, h).
4. Introduce basic addiction diagnostic skills by addressing early warning signs, data
gathered through interviews, and brief assessment procedures such as the CAGE
questions (CACREP VII b, g, h).
5. Introduce various techniques of intervention and treatment for substance abuse
conditions. Emphasis will be placed on an understanding of the following treatment
programs and their efficacy: in-patient, out-patient, individual, group, family, self-help,
school, and community interventions (CACREP V a-d, g, VI d, e, VIII e).
6. Increase the understanding of self-help groups such as Alcoholics Anonymous,
ALANON, and Narcotics Anonymous. Exploration of these groups' structure,
philosophy, and efficacy will be emphasized (CACREP VI d, e).
7. Understand the dynamics of prevention and addiction processes in school-age children
(CACREP III c, d).
8. Encourage critical evaluation of the alcohol and drug abuse counseling literature
(CACREP VIII e).
9. Increase understanding of age and developmental issues as they pertain to the
assessment, treatment, and efficacy of drug abuse counseling, including an emphasis on
working effectively with substance using youth (CACREP III c).
10. Address cultural factors as they relate to assessment, treatment, and efficacy/outcome of
drug abuse counseling (CACREP II b-d).
Teaching Methods:
1.
2.
3.
4.
5.
Class lectures
Class discussion
Video presentations
Readings
Experiential learning
Class Outline:
Friday, June 3rd
Introduction, Bill Moyers Video, Feelings Chart, Biopsychosocial Model of Addiction
Saturday, June 4th
Assessment, ASAM, Melody Barnes – Guest Speaker, Treatment Modalities Disease
Concept, Relapse Prevention, Motivational Interviewing
Friday, June 10th
Marijuana and Adolescents, Codependency, Dual Diagnosis, Medication
Saturday, June 11th
Families, Community Programming, Prevention, Wrap-up
Course Readings:
This course uses a FACPAC that I have compiled to cover the most relevant chemical
dependency content for prospective counselors. The FACPAC is available through the bookstore
at The University of Montana. Reading materials are listed at the end of this syllabus (all
FACPAC readings are noted with an **).
Course Requirements:
1.
Present a paper, up to 5 pages, on the following:
a) List symptoms of addiction
b) Discuss the pros and cons of the disease concept and harm reduction
of treatment. Cite specific research.
2.
Attendance at Self-Help Group Meeting and Discussion Paper
Each student will attend one meeting of a 12 step self-help group such as Alcoholics
Anonymous, Narcotics Anonymous or Gamblers Anonymous. If you have already
attended meetings of a particular self-help group, attend a different group that you are not
as familiar with. Other suggestions include Alanon, Adult Children of Alcoholics,
Overeaters Anonymous. Call before attending to make sure that you are attending an
open (not closed) meeting. Should some ask, be honest about your reasons for being
there. People are typically appreciative of your interest in the organization, but
remember that you are there to respectfully observe, not interview participants. Above
all, respect the anonymity of people you meet there. You may meet people you know,
but did not know of their membership. Do not take notes or bring a tape recorder.
Contact www.aa-montana.org
Relevant and Recommended Readings:
**Battjes, R.J., et al., (2004). Evaluation of a group-based substance abuse treatment program
for adolescents. Journal of Substance Abuse Treatment, 27, 123-134.
**Brown, H. (1991). Shame and relapse issues with the chemically dependent client.
Alcoholism Treatment Quarterly, 8(3), 77-82.
**Coker, J.K. (2001). Four-fold prevention: Strategies to prevent substance abuse among
elementary school-aged children. Professional School Counseling, 5, 70-74.
**Cook, D. (1991). Shame, attachment, and addictions: Implications for family therapists.
Contemporary Family Therapy: An International Journal, 13(5), 405-420.
Doweiko, H. E. (1996). Concepts of chemical dependency (3rd ed.). Pacific Grove, CA:
Brooks/Cole.
**Evans, W. M. (1998). Assessment and diagnosis of the substance use disorders (SUDs).
Journal of Counseling and Development, 76, 325-333.
**Firestone, R. (1993). The psychodynamics of fantasy, addiction, and addictive attachments.
The American Journal of Psychoanalysis.
Fisher, G. L., & Harrison, T. C. (2000). Substance abuse: Information for school counselors,
social workers, therapists, and counselors (2nd ed.). Boston: Allyn & Bacon.
**Frestan, J., & Bepko, C. (1993). On lies, secrets, and silence: The multiple levels of denial in
addictive families. In E. Inber-Black (Ed.). Secrets in Families & Family Therapy. NY:
W.W. Norton.
Friedman, L. Fleming, N. F., Roberts, D. H., & Hyman, S. E. (Eds.) (1996). Source book of
substance abuse and addiction. Baltimore, MD: Williams & Wilkins.
Galanter, M., & Kleber, H. D., (1994). The American Psychiatric Press textbook of substance
abuse treatment. Washington, D.C.: American Psychiatric Press.
**Lambie, G.W., & Rokutani, L.J. (2002). A systems approach to substance abuse identification
and intervention for school counselors. Professional School Counseling, 5, 353-359.
Levin, J. D. (1995). Introduction to Alcoholism counseling (2nd ed.). Washington, DC: Taylor &
Francis.
Lewis, J. A., Dana, R. Q., & Blevins, G. A. (1994). Substance abuse counseling: An
individualized approach (2nd ed.). Pacific Grove, CA: Brooks/Cole.
Peele, S. (1989). Diseasing of America: Addiction treatment out of control. Lexington, MA:
Lexington Books.
**Shaffer, H., & Robbins, M. (1991). Manufacturing multiple meanings of addiction: Timelimited realities. Contemporary Family Therapy: An International Journal, 13(5), 387404.
Stevens-Smith, P., & Smith, R. L. (1998). Substance abuse counseling: Theory and practice.
Upper Saddle River, NJ: Prentice Hall.
**Sunderwirth, S., & Milkman, H. (1991). Behavioral and neurochemical commonalities in
addiction. Contemporary Family Therapy: An International Journal, 13(5), 421-434.
Classic Texts:
Alcoholics Anonymous World Services. (1976). Alcoholics anonymous (3rd ed.). New York:
Author.
Alcoholics Anonymous World Services. (1953). Twelve steps and twelve traditions. New York:
Author.
Jellinek, E. M. (1960). The disease concept of alcoholism. New Haven, CT: College &
University Press.
Johnson, V. E. (1973). I’ll quit tomorrow. New York: Harper & Row.
Mann, M. (1958). New primer on alcoholism. New York: Holt, Rinehart, & Winston.
Main Journals:
Addictive Behaviors
Alcholoism Treatment Quarterly
American Psychologist
Drug and Alcohol Dependence
Journal of Counseling and Development
Journal of Chemical Dependency Treatment
Journal of Mental Health Counseling
Journal of Psychoactive Drugs
Journal of Substance Abuse Treatment
Quarterly Journal of Studies on Alcohol
The Journal of Drug Issues
NEW SYLLABUS:
UNIVERSITY OF MONTANA
Counselor Education
Counseling 580 (new title: Addictions Counseling, Motivational
Interviewing, and Groups)
3 credits
Meeting times:
Instructor:
Office:
Office Hours:
Required Text:
 Miller, W.R., & Rollnick, S., (2002). Motivational Interviewing: Preparing people
for change, Second Ed. New York: Guilford Press. (Please order this text online,
e.g., Amazon.com, Guilford press, etc.)
 Ingersoll, K., Wagner, C.C., & Gharib, S., (2006). Motivational Groups for
Community Substance Abuse Programs, Third Ed. Mid-Atlantic Addiction
Technology Transfer Center. (Public Domain – downloadable .pdf file available
online on Blackboard).
Recommended Text:
 Frost, Mike, (2008). Motivational Interviewing: Individual and Group Applications
in Substance Abuse Counseling. (SOS internship manual – downloadable .pdf
file available online on Blackboard).
 Dimeff, L.A., Baer, J.S., Kivlahan, D.R., & Marlatt, G.A., (1999). Brief Alcohol
Screening and Intervention for College Students (BASICS): A harm reduction
approach. New York: Guilford Press.
 Walters, S.T., & Baer, J.S., (2006). Talking with College Students about Alcohol:
Motivational strategies for reducing Abuse. New York: Guilford Press.
 DiClemente, C.C., (2003). New York: Guilford Press. Addiction and Change:
How addictions develop and addicted people recover. New York: Guilford Press.


Miller, W.R, & Munoz, R.F., (2005). Controlling Your Drinking: Tools to make
moderation work for you. New York: Guilford Press.
Velasquez, M.M., Maurer, G.G., Crouch, C., DiClemente, C.C., (2001). Group
Treatment for Substance Abuse: A stages-of-change therapy manual. New York:
Guilford Press.

Course purpose: This course will provide training in addiction studies, motivational
interviewing and the application of motivational enhancement techniques in both group
and individual treatment modalities. It will examine how to use various therapeutic
orientations and tools to address addictions. While the course has broad applications, it
is also intended to prepare students for an advanced internship with The University of
Montana’s Self Over Substance Program or with Turning Point, addictions treatment
program at Western Montana Mental Health Center.
Course Objectives and Outcomes:
1. Learn motivational interviewing strategies and techniques to overcome client
resistance to change and enhance the client’s intrinsic motivation.
2. Understand the Transtheoretical Model of Change.
3. Employ motivational interviewing in a two-session substance abuse intervention
utilizing the “BASICS” model (Brief Alcohol Screening and Intervention for
College Students) and a single session “SBIRT” (Screening, Brief Intervention
and Referral to Treatment).
4. Examine guidelines for converting individually-based motivational counseling
techniques for use in groups, and vice versa.
5. Learn the format and content for motivational enhancement substance abuse
intervention groups, as well as in addressing other addictions.
6. Learn alternative techniques and philosophies and be able to compare and
contract efficacy.
7. Provide an overview of historical developments in the field of drug and alcohol
counseling. Emphasis will be placed on the sociological, and psychological
factors that influence families and individuals, and how drug counseling
developed to address these issues (CACREP I a).
8. Provide an overview of the psychopharmacology of certain drugs and the
physiological and psychological effects of those chemicals on the brain
(CACREP VII g).
9. Provide an overview of the factors, conditions, antecedents, and criteria to
accurately diagnose substance abuse disorders according to the DSM-IV-TR.
Emphasis will be placed on psycho-social methods to assess substance abuse
(CACREP VII b, g, h).
10. Introduce basic addiction diagnostic skills by addressing early warning signs,
data gathered through interviews, and brief assessment procedures such as the
CAGE questions (CACREP VII b, g, h).
11. Introduce various techniques of intervention and treatment for substance abuse
conditions. Emphasis will be placed on an understanding of the following
treatment programs and their efficacy: in-patient, out-patient, individual, group,
family, self-help, school, and community interventions (CACREP V a-d, g, VI d,
e, VIII e).
12. Increase the understanding of self-help groups such as Alcoholics Anonymous,
ALANON, and Narcotics Anonymous. Exploration of these groups' structure,
philosophy, and efficacy will be emphasized (CACREP VI d, e).
13. Understand the dynamics of prevention and addiction processes in school-age
children (CACREP III c, d).
14. Encourage critical evaluation of the alcohol and drug abuse counseling literature
(CACREP VIII e).
15. Increase understanding of age and developmental issues as they pertain to the
assessment, treatment, and efficacy of drug abuse counseling, including an
emphasis on working effectively with substance using youth (CACREP III c).
16. Address cultural factors as they relate to assessment, treatment, and
efficacy/outcome of drug abuse counseling (CACREP II b-d).
17.
Instructional Method: This will be an online/classroom hybrid seminar course that
utilizes lecture, discussion (in class and Blackboard), role-plays, video case studies,
and applied group facilitation. Students will be expected to read and discuss the
required texts online via Blackboard. The class meetings in person will focus on skill
development.
Student performance evaluation criteria and procedures
 Online:
o Complete the five learning modules on Blackboard (required reading with
posted discussion): 20 points per module (total 100 points)
o Exam: 25 points
 Classroom attendance and participation: 40 points
 Complete required role play interviews: 30 points
 Participate in a 2-hour mock-seminar: 30 points
 3-5 page paper on the application of motivational interviewing to an issue of your
choice, e.g., eating disorders, domestic violence, addictions, medication
compliance, self-injurious behavior, diabetes, etc.: 75 points
 Late papers will automatically lose 10 points. Each hour of missed class will lose
25 points. University policies on cheating will be enforced. Plagiarism, use of
already-produced papers, copying, or using other’s work will result in failing the
course and possible Program-level disciplinary action.
Presention/ debate: 25 points (to be further developed)
a) List symptoms of addiction
b) Discuss the pros and cons of the disease concept and harm reduction
of treatment. Cite specific research.
Attendance at Self-Help Group Meeting and Discussion Paper: 25 points
Each student will attend one meeting of a 12 step self-help group such as
Alcoholics Anonymous, Narcotics Anonymous or Gamblers Anonymous. If you
have already attended meetings of a particular self-help group, attend a different
group that you are not as familiar with. Other suggestions include Alanon, Adult
Children of Alcoholics, Overeaters Anonymous. Call before attending to make
sure that you are attending an open (not closed) meeting. Should some ask, be
honest about your reasons for being there. People are typically appreciative of
your interest in the organization, but remember that you are there to respectfully
observe, not interview participants. Above all, respect the anonymity of people
you meet there. You may meet people you know, but did not know of their
membership. Do not take notes or bring a tape recorder.
Contact www.aa-montana.org
The total possible points are 350. Letter grades will be assigned based on the following
percentages: 94-100 % = A, 90-94% = A-, 85-89% = B+ 80-85% = B , 75-79% = BA grade of less than B- will not count towards Counselor Education required
coursework and will necessitate taking the course over.
Explanation of ASSIGNMENTS:
Approximately a third of the course will be taught online. We will read and discuss the
required texts Motivational Interviewing: Preparing people for change, Second Ed. and
Motivational Groups for Community Substance Abuse Programs, Third Ed. via
Blackboard beginning June 28th, second session of summer semester (see schedule
below). After reading the texts and preparing your postings, you are expected to spend
two classroom hours online per learning module posting, reading, and responding to
one another’s comments. A note of forewarning: the time it takes to read assignments
and prepare postings (prior to logging on) often exceeds student expectations.
Schedule your time accordingly. We advise you to write your postings on your own
word processor, then copy and paste to the discussion threads. Past students
have lost their work when typing directly into Blackboard because it
automatically logged them off due to a time limit of inactivity.
Paper: Select an issue in mental health, addictions, community organizing, or school
counseling and examine how motivational interviewing might be used to address it.
Discuss the application to that issue or setting. Use the following questions to guide
your writing. Would you use individual and/or group format? What are the benefits and
challenges of implementing MI in your chosen area? What would possible signs of
resistance look like and what strategies would you use to address the resistance?
Include studies where MI has been applied to your chosen area. Do you think it is an
effective therapeutic tool?
Alcohol skills training mock-seminar: The final afternoon of class will be devoted to
participating in a 2 hour mock-seminar. The purpose of this is to provide you with an
experience of participating in an actual substance abuse seminar.
Seminar and group facilitation: the University’s Self Over Substance program will have
volunteer practicum/internship positions available for Fall semester 2010. Applications
will be available during the three days of class.
Course Flow (TO BE SET UP DEPENDING ON LENGTH OF EACH COURSE
MEETING):
The process and context of change in human beings.
Overview of Addictions: History, physical addictions, substances, gambling, porn and
sex addictions. Bill Moyers Video, Feelings Chart, Biopsychosocial Model of Addiction
Assessment, ASAM, Guest Speaker, Treatment Modalities Disease Concept, Relapse
Prevention, Motivational Interviewing
Chapters 1-3, & 15 Motivational Interviewing, Part 1 in Motivational Groups
The model, practice and application of MI
Chapters 4-7, & 17-24 Motivational Interviewing Part 2 in Motivational Groups
Working with resistance and change
Chapters 8-11 Motivational Interviewing
Motivational enhancement groups
Chapter 25 Motivational Interviewing and Part 3 in Motivational Groups
Ethics and efficacy
Chapters 12 &16 Motivational Interviewing and Preface in Motivational Groups;
Motivational Interviewing (MI) fundamentals and skill development
Motivational Interviewing and the Transtheoretical Model of Change
Essential elements of Motivational Interviewing ,core skills practice
Working with resistance
Application of MI to brief interventions – the BASICS & SBIRT models (individual
interventions) Recognizing and fostering change talk
SBIRT: Broaching difficult topics, Information sharing, advice and offering a concern
BASICS intake and feedback goals, objectives and strategies (find BASICS
questionnaire and feedback report on Blackboard)
Motivational Enhancement Groups: single session seminars, motivational groups
and outpatient treatment groups
 The group therapy modality: psycho-educational, psychotherapeutic, & motivational
groups
 Integrating group and individual treatment
 Suggested formats for motivational groups
 Designing a motivational group
 Providing structure for the group
 Models: core motivational groups and single session motivational seminar
Overview of ASTS discussion exercises
-------------------------------------------------------------------Relevant and Recommended Readings: (to be updated)
**Battjes, R.J., et al., (2004). Evaluation of a group-based substance abuse treatment
program for adolescents. Journal of Substance Abuse Treatment, 27, 123-134.
**Brown, H. (1991). Shame and relapse issues with the chemically dependent client.
Alcoholism Treatment Quarterly, 8(3), 77-82.
**Coker, J.K. (2001). Four-fold prevention: Strategies to prevent substance abuse
among elementary school-aged children. Professional School Counseling, 5, 70-74.
**Cook, D. (1991). Shame, attachment, and addictions: Implications for family
therapists. Contemporary Family Therapy: An International Journal, 13(5), 405-420.
Doweiko, H. E. (1996). Concepts of chemical dependency (3rd ed.). Pacific Grove, CA:
Brooks/Cole.
**Evans, W. M. (1998). Assessment and diagnosis of the substance use disorders
(SUDs). Journal of Counseling and Development, 76, 325-333.
**Firestone, R. (1993). The psychodynamics of fantasy, addiction, and addictive
attachments. The American Journal of Psychoanalysis.
Fisher, G. L., & Harrison, T. C. (2000). Substance abuse: Information for school
counselors, social workers, therapists, and counselors (2nd ed.). Boston: Allyn & Bacon.
**Frestan, J., & Bepko, C. (1993). On lies, secrets, and silence: The multiple levels of
denial in addictive families. In E. Inber-Black (Ed.). Secrets in Families & Family
Therapy. NY: W.W. Norton.
Friedman, L. Fleming, N. F., Roberts, D. H., & Hyman, S. E. (Eds.) (1996). Source book
of substance abuse and addiction. Baltimore, MD: Williams & Wilkins.
Galanter, M., & Kleber, H. D., (1994). The American Psychiatric Press textbook of
substance abuse treatment. Washington, D.C.: American Psychiatric Press.
**Lambie, G.W., & Rokutani, L.J. (2002). A systems approach to substance abuse
identification and intervention for school counselors. Professional School Counseling, 5,
353-359.
Levin, J. D. (1995). Introduction to Alcoholism counseling (2nd ed.). Washington, DC:
Taylor & Francis.
Lewis, J. A., Dana, R. Q., & Blevins, G. A. (1994). Substance abuse counseling: An
individualized approach (2nd ed.). Pacific Grove, CA: Brooks/Cole.
Peele, S. (1989). Diseasing of America: Addiction treatment out of control. Lexington,
MA: Lexington Books.
**Shaffer, H., & Robbins, M. (1991). Manufacturing multiple meanings of addiction:
Time-limited realities. Contemporary Family Therapy: An International Journal, 13(5),
387-404.
Stevens-Smith, P., & Smith, R. L. (1998). Substance abuse counseling: Theory and
practice. Upper Saddle River, NJ: Prentice Hall.
Classic Texts:
Alcoholics Anonymous World Services. (1976). Alcoholics anonymous (3rd ed.). New
York: Author.
Alcoholics Anonymous World Services. (1953). Twelve steps and twelve traditions. New
York: Author.
Jellinek, E. M. (1960). The disease concept of alcoholism. New Haven, CT: College &
University Press.
Johnson, V. E. (1973). I’ll quit tomorrow. New York: Harper & Row.
Mann, M. (1958). New primer on alcoholism. New York: Holt, Rinehart, & Winston.
Main Topic-related Journals:
Addictive Behaviors
Alcoholism Treatment Quarterly
Drug and Alcohol Dependence
Journal of Chemical Dependency Treatment
Journal of Psychoactive Drugs
Journal of Substance Abuse Treatment
Quarterly Journal of Studies on Alcohol
The Journal of Drug Issues
VI Department Summary (Required if several forms are submitted) In a separate document list
course number, title, and proposed change for all proposals. (this was included as a cover page in the
original submission)
Departmental Summary
Counselor Education
COUN Proposal 1:
Course Title and Credit Number Change for COUN 580
This change is necessary due to accreditation changes in requirements for content in the
general counseling area of addictions counseling. We will be adding content to this course
which will make the workload a 3-credit load and will cover motivational interviewing
content and widen the coverage to addictions other than chemical addictions.
COUN Proposal 2:
Adding a Course: Intimate and Family Relations: COUN 242
We have offered the course requested for two years and it has been a highly popular and
important course. It is a course that is compatible and consistent with the mission
counselor education programs across academia in that it addresses developmental
concerns of late adolescents in the areas of health relationships and families. Further, this
course meets a need for both Women’s Studies and Psychology, and both Directors/Chairs
have signed off on this request.
VII Copies and Electronic Submission. After approval, submit original, one copy, summary of
proposals and electronic file to the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.
2009VI
Revised 11-
Department Summary (Required if several forms are submitted) In a separate document list
course number, title, and proposed change for all proposals.
VII Copies and Electronic Submission. After approval, submit original, one copy, summary of
proposals and electronic file to the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.
Revised 9-2010