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