UNIVERSITY OF MARY HARDIN-BAYLOR
GRADUATE COURSE SYLLABUS
PSCO 6201 ADDICTION COUNSELING
COURSE DESCRIPTION
6201. Addiction Counseling. Two (2) semester hours. The student will learn the theories and etiology of addictions and addictive behaviors including strategies for prevention, intervention, and treatment. Special attention is given to addiction counseling across various age groups and settings, including schools and community agencies.
GENERAL COURSE INFORMATION
This course serves as one of the helping relationships courses for students enrolled in the
Clinical Mental Health Counseling Program, formerly called the Community Counseling
Program.
COURSE OBJECTIVES include, but are not limited to, the following
1.
Students will identify and describe the role of the addiction counselor including counselor characteristics and behaviors that facilitate client education and advocacy in the community (2009 CACREP PI G.1.b).
2.
Students will demonstrate an understanding of legal and ethical issues in addiction counseling (2009 CACREP CMHC A.2).
3.
Students will demonstrate an understanding of current literature that addresses substance abuse approaches when working with various ethnic populations with differing mental disorder to include Native American, Asian American, African
American, and Latino/Hispanic individuals (2009 CACREP CMHC E.3.; PI G.2.d).
4.
Students will demonstrate an understanding of the disease concept and etiology of addictions and addictive behaviors to include the impact of co-occurring substance use disorders on medical and psychological disorders and the potential for substance use disorders to mimic and coexist with medical and psychological disorders (2009
CACREP CMHC A.6., C.4, K.3.; PI G.3.g).
5.
Students will demonstrate an understanding of the general principles and methods of case conceptualization to include assessment, DSM-IV criteria for dependence/abuse diagnosis, and treatment planning (2009 CACREP CMHC G.1.;K.1.; PI G.3.g).
6.
Students will demonstrate knowledge of the various approaches to clinical evaluation including diagnostic interviews, mental status examinations, selecting and using evaluation instruments in addiction counseling (2009 CACREP CMHC G.2., 4; H.3).

7.
Students will demonstrate knowledge of counseling theories used in addiction counseling when working with individuals, couples, and families to include behavior, cognitive, psychodynamic, humanistic, family systems theory (2009 CACREP PI
G.5.d).
8.
Students will demonstrate an understating of theories of learning and personality development, including current knowledge about neurobiological behavior in relation to addiction counseling (2009 CACREP PI G.3.b).
9.
Students will demonstrate an understanding of the importance of family, social networks, and community systems in the treatment of substance use disorders (2009
CACREP CMHC C.8.).
10.
Students will demonstrate the ability to assess a client’s stage of dependence, change, or recovery to determine treatment modalities and placement within the continuum of care (2009 CACREP CMHC H.4.).
11.
Students will demonstrate an understanding of the models and methods of consultation, program development, and service delivery in addiction treatment (2009
CACREP CMHC C.3.; C.5).
TOPICAL OUTLINE OF COURSE CONTENT
I.
Introduction to Addiction Counseling
A.
The Role of the Counselor
B.
Current Trends
C.
Community Education, Advocacy, Social Networks
D.
Legal and Ethical Issues
II.
Social and Cultural Diversity
A.
Native Americans
B.
Asian Americans
C.
African Americans
D.
Latino/Hispanic Americans
III.
Assessment and Diagnosis
A.
Etiology of Addiction and Co-Occurring Disorders
B.
Psychosocial History; Inventories/Instruments
C.
Diagnostic and Statistical Manual of Mental Disorders Classification
D.
How Substance Use Disorders Mimic and Co-exist with Medical &
Psychological Disorders
IV.
Treatment Planning
A.
Approaches and Treatment Settings
B.
Treatment Populations: Individual, Family, Group
V.
Theories
A.
Cognitive-Behavioral
B.
Psychodynamic
C.
Humanistic

D.
Family Systems
VI.
Research
A.
Relapse-Prevention Models
B.
Treatment Models
VII.
Service Delivery Modalities
A.
Consultation
B.
Program Development and Evaluation
METHODS OF INSTRUCTION
This course is both a theoretical and application course. Instructional methods will include, but are not necessarily limited to lecture, case analysis, group projects, and roleplay.
COURSE REQUIREMENTS AND PERFORMANCE EVALUATION
Two major exams, accounting for 70% of the final grade, will be given. The exams will be given mid-semester and at finals. Exam material will come from class lectures, presentations, and textbook readings (Measures objectives 4,6,7, and 8).
Assignment #1: Visit one community agency/clinic that offers substance abuse counseling. Students will interview the “director” of the site. The following questions are given as a minimum guide for the interview:
1.
What type (model) of substance abuse counseling services do you offer?
2.
Who is served by the agency (primary population)?
3.
How are clients referred to the agency?
4.
What is the average length of stay at the agency?
5.
How is the agency organized, funded, managed, etc.?
6.
In what ways do the counselors serve as client advocates? (eg. referrals, legal issues, intra-agency concerns, etc.)
7.
What are the ethical issues that you most concerned with?
8.
What are the legal issues that you are most concerned with?
The interview is to be typewritten as a term paper in APA format. The paper will be graded for both content and construct. The paper will account for 10% of the final grade.
Be prepared to present your interview in class (Measure Objectives 1,2,9,10, and 11).
The paper and presentation will be graded with the APA Grading Rubric and the Oral
Presentation Rubric. Late papers will be dropped one letter grade.
Assignment # 2: A research paper and presentation will account for 20% of the final grade. The student will describe a current substance abuse treatment modality including counselor assessment, techniques, procedures, or intervention methods, when to use them, rationale for use, and advantages and disadvantages of the modality selected.
Include evidence based research and populations treated. The 10-15 page APA style paper is to include a cover sheet, abstract, and a minimum of six references. The due date is noted on the course calendar. The paper and class presentation will account for 20% of

the final grade (Measuring Objectives 3,5,7, and 10). The paper and presentation will be graded with the APA Grading Rubric and the Oral Presentation Rubric.
Late papers will be dropped one letter grade.
Please read about Student Conduct on page 30 of the UMHB Graduate Catalog, 2009-
2010, with respect to plagiarism, paraphrasing, and quotes in course assignments.
With respect to plagiarism: first offense, the student will earn the letter grade of "F" for the course assignment, and second offense, the student will earn the letter grade of "F" for the course, and further appropriate action involves referral of the matter (with documentation) to the appropriate university officials within the administration. If the student is unclear about what constitutes plagiarism, please review the Publication
Manual of the APA.
Evidence-Based Learner Outcomes:
Student learning of knowledge reflected in Objectives 4, 6, 7, and 8 is evidenced by a student grade of 80 or better on the mid-term and final exams.
Student learning of knowledge reflected in Objectives 1, 2, 9, 10, and 11 is evidenced by a score of 70 or better on the APA Writing Rubri c and the Oral Presentation Rubric for
Assignment #1. The grading rubric for the research paper and presentation can be found on the LMS.
Student learning of knowledge reflected in Objectives 3, 5, 7, and 10 is evidenced by a score of 70 or better on the APA Writing Rubric and the Oral Presentation Rubric for
Assignment #2. The grading rubric for the research paper and presentation can be found on the LMS.
ATTENDANCE
“Students are expected to attend all classes regularly and are held responsible for all course work and assignments” (University of Mary Hardin-Baylor, Graduate Catalog,
2009-2010 p. 30). A second absence will result in the student’s course grade being lowered one grade (e.g., A to B, B to C, etc.).
All students are responsible for adhering to the professional performance standards as stated in the Graduate Counseling & Psychology Student
Handbook through the Graduate Counseling and Psychology website at http://www.umhb.edu/files/graduate/psychology/ppe . Failure to meet the standards supersedes the student’s academic grade performance and will result in a grade of F for the course.
See UMHB Graduate Catalog for students with special needs and expectations and ethics.

TEXT(S)
Stevens & Smith (2009). Substance abuse counseling: theory and practice. Boston:
Pearson.
American Psychological Association (2010). Publication manual of the American
Psychological Association (6 th
ed). Washington, DC: Author.
SUGGESTED READINGS
Alcoholic Anonymous World Services, Inc. (1976). Alcoholics Anonymous: The AA big book. New York: AA World Services, Inc.
Alcoholic Anonymous World Services, Inc. (1980). The twelve steps and the twelve traditions . New York: AA World Services, Inc.
Kim, J. (2008). The effect of a T/T group counseling program on the Internet addiction level and self-esteem of Internet addiction university students.
Journal of Reality Therapy, 27 (2) , 4-12.
International
Matthews, C.R., Selvidge, M.M.D., & Fisher, K. (2005). Addictions counselors’ attitudes and behaviors toward gay, lesbian, and bisexual clients. Journal of Counseling &
Development,1(83) , 57-65.
Mosher, C., Rotolo, T., Phillips, D., Krupski, A., & Stark, K. (2004). Minority adolescents and substance use risk/protective factors: A focus on inhalant use.
Adolescence , 39 (155), 489-502.
Neff, J. A., & MacMaster, S. A. (2005). Applying behavior change models to understanding spiritual mechanisms underlying change in substance abuse treatment. The American Journal of Drug and Alcohol Abuse , 31 , 669-684.
Redko, C., Rapp, R. C., & Carlson, R. G. (2006). Waiting time as a barrier to treatment
entry: Perceptions of substance users. Journal of Drug Issues , 4 , 831-852.
Young,R., Sweeting, H., & West, P. (2008). A longitudinal study of antisocial behaviour in young people. Alcohol and Alcoholism, 43 (2), 204-214.

SELECTED WEBSITES
Addiction Treatment Forum www.atforum.com
Alcoholics Anonymous www.alcoholics-anonymous.org
Drug Policy Alliance www.drugpolicy.org
Hazelton Foundation www.hazalden.org
Narcotics Anonymous www.na.org
National Association of Alcoholism and Drug Abuse Counselors www.naadac.org
National Institute on Alcohol Abuse and Alcoholism; www.niaaa.nih.gov
National Institute on Drug Abuse www.nida.gov
National Institute of Mental Health www.nimh.gov
Rational Recovery www.rational.org
Substance Abuse and Mental Health Services Administration www.samhsa.gov
World Health Organization www.who.org
PROFESSOR AND OFFICE HOURS
Chris Ballard, Ph.D., LPC-S, NCC, RN
Associate Professor Counseling/Psychology
Office: Frazier #115
Tele.: 254.295.5015
Email: cballard@umhb.edu
Graduate hours by appointment.