KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name SW 8816 / Social Work
Department Social Work and Human Services
Degree Title (if applicable) Master of Social Work
Proposed Effective Date August, 2012
Check one or more of the following and complete the appropriate sections:
New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
XX Course Prerequisite Change
XX Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
___
Course Prefix and Number SW 8816
___
Course Title Social Work Practice with Addicted Families
___
Class Hours
3 ____Laboratory Hours____0___Credit Hours___3_____
Prerequisites Admission to the MSW Program
___
Description (or Current Degree Requirements)
Building upon the generalist base developed in the foundation year Social Work Practice
sequence, MSW program graduates in the substance abuse concentration will synthesize a
broad range of knowledge and skills related to practice with addicted families. The course
presents techniques and skills needed to work with families of addicts, as a primary means
of treatment. Additionally, instruction will be given on the theory and techniques of
working with individuals raised in addicted families.
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ___________________________________
Course Title _________________
___________
Class Hours
____Laboratory Hours_______CreditHours________
Prerequisites All MSW Foundation Level Courses
Description (or Proposed Degree Requirements)
Building upon the generalist base developed in the foundation year social work practice
sequence, MSW students in the substance abuse sub-specialty will synthesize a broad range
of knowledge and skills related to practice with addicted families. The course presents
techniques and skills needed to work with families of addicts, as a primary means of
treatment. Additionally, instruction is provided on the theory and techniques of working
with individuals raised in addicted families.
III.
Justification
Course Updated to be in compliance with accreditation standards.
IV.
Additional Information (for New Courses only)
Instructor:
Text:
Prerequisites:
Objectives:
Instructional Method
Method of Evaluation
-
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
Current Syllabus
MASTER OF SOCIAL WORK PROGRAM
SW 8816: Social Work Practice with Addicted Families
Instructor:
Carol S. Collard, PhD
Meeting Time
TBA
Semester Credits:
3 hours
Email Address:
ccollard@kennesaw.edu
Phone Number:
678-797-2448, 404-276-2339
Office:
Pilcher Bldg., Rm 221
Office Hours:
10:00 – 12noon Thursdays,
and by appointment
COURSE DESCRIPTION
Building upon the generalist base developed in the foundation year Social Work Practice
sequence, MSW program graduates in the substance abuse subspecialty will synthesize a
broad range of knowledge and skills related to practice with addicted families. The course
presents techniques and skills needed to work with families of addicts, as a primary means
of treatment. Additionally, instruction will be given on the theory and techniques of
working with individuals raised in addicted families.
COURSE OBJECTIVES
At the conclusion of the course, through the accomplishment of specific assignments, class
lectures, class exercises, required readings, and discussions students will:
1. Understand the theory and techniques in use in working with addicted families.
2. Be practiced in the skills needed to work with addicted families.
3. Be familiar with the processes of intervention upon addicted families.
4. Know about dynamics of addicted families, the roles played in dysfunctional
families, and the preferred techniques in addressing these client problems.
5. Be familiar with experiential therapy as it relates to work with clients from addicted
families.
6. Understand the role of culture in working with addicted families.
COURSE FORMAT
This course will include lectures, discussions, small group work, role playing, class
participation and presentations, videos, and required readings.
REQUIRED TEXTS
Curtis, O. (1999). Chemical Dependency: A Family Affair. Pacific Grove, CA: Brooks/Cole
Publishing.
Janzen, C., Harris, O., Jordan, C. & Franklin, C. (2006). Family Treatment: Evidence-Based
Practice with Populations at Risk. Pacific Grove, CA: Brooks/Cole Publishing.
COURSE REQUIREMENTS
1. Class Attendance & Participation
10 pts.
2. Group Presentation
30 pts.
3. Term Paper
30 pts.
4. Individual Presentation/Discussion (Term Paper)
30 pts.
1. Class Attendance & Participation - Students are required to attend classes as scheduled
and be on time. Students are expected to participate positively in the learning process. Such
participation includes: full and active participation in all class activities, asking questions,
active listening, seeking out and valuing the opinion of others, and showing respect for
peers and the instructor. Failure to participate positively may affect this portion of the
student’s grade. Attendance is key to your class participation grade. Students attending
classes will be eligible for class participation points according to the following schedule:
Missing two or fewer classes:
10 pts.
Missing three classes:
8 pts.
Missing four classes:
6 pts.
Missing five classes:
4 pts.
Missing six classes:
2 pts.
Missing seven classes:
1 pt.
Missing eight classes or more classes:
0 pts.
2. Group Presentation
- Students will form groups of from 4 to 6 members. Each
group will role-play an addicted family, using Kaufman’s typology to choose a type. The
group will demonstrate, through role-playing a therapy session, one method of treatment
described in the text. Each presentation will last approximately 25 to 30 minutes.
3. Term Paper – Each student will develop a research paper in the area of working with
addicted families. Specific topics must be approved by instructor. Paper will be 12 to 15
pages in length, typed, double-spaced, and using APA writing guidelines. Instructor will
provide more detailed directions in class.
4. Individual Presentation/Discussion - Each student will lead a section of a class.
Students will choose at least 1 peer reviewed journal article from their term paper to
assign to their peers to read. The student will also prepare several discussion questions
that will facilitate class involvement. The article and questions must be ready to be given
out at least the week prior to the student’s presentation. Based upon the article, and any
other material that the student chooses, the student will present the material to their peers.
Each presentation should last approximately 30 minutes and be followed by an exercise
created by the student that will reinforce the learning process for around 15 minutes. The
remaining 15 minutes will encompass the discussion questions and other student
questions.
ACADEMIC INTEGRITY STATEMENT
http://catalog.kennesaw.edu/content.php?catoid=11&navoid=489&returnto=search#stud
_code_cond
CRITERIA FOR STUDENT EVALUATION
GRADING SCALE
There are possible 100 points to be earned in this class. Grades will depend on the
cumulative number of earned points. Points will be interpreted as follows:
90-100 = A; 80-89 = B; 70-79 = C; 65-69 = D; Below 65 = F
ADDITIONAL INFORMATION
1. Students are expected to read the assigned chapters prior to class. Class participants
will determine special readings in addition to the required text.
2. All assignments must be typed, double-spaced, and stapled in the left-hand corner. Do
not use folders for assignments. There will be a 2 point penalty for not following these
directions.
3. There will be a ten percent (10%) grade penalty for a late assignment. An assignment is
considered late at the end of the class period in which it was due. In addition, no
assignment will be accepted after one week (7 days) except in cases of documented
serious emergencies. NO EXCEPTIONS
4. An INCOMPLETE grade in a course is given only in cases of extreme emergencies and at
the discretion of the professor. A request for an INCOMPLETE must be written and
include the reason for the request as well as a timetable for completion of all
assignments. All work must be submitted by the end of the next semester (or within 1
year if not enrolled) or the grade of “I” will be changed to an “F”.
5. Every KSU student is responsible for upholding the provisions of the STUDENT CODE
OF CONDUCT, as published in the Undergraduate Catalog. Section II of the Student Code
of Conduct addresses the University’s policy on academic honesty, including provisions
regarding: a) plagiarism and cheating; b) unauthorized access to University materials;
c) misrepresentation/falsification of University records or academic work; d) malicious
removal, retention, or destruction of library materials; e) malicious/intentional misuse
of computer facilities and/or services; and f) misuse of student identification cards.
Incidents of alleged academic misconduct will be handled through the established
procedures of the University Judiciary Program, which includes either an “informal”
resolution by a faculty member, resulting in a grade adjustment, or a formal hearing
procedure, which may subject a student to the code of Conduct’s minimum onesemester suspension requirement.
TENTATIVE SCHEDULE
The instructor reserves the right to alter this schedule in order to facilitate the learning
experience of the class.
Week No.
Reading/Activity
Chemical Dependency: A Family Affair
Introduction to course, syllabus, and
assignment
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Chapter 1 - The Development of Family
Therapy
Chapter 2 - Theoretical Approaches to Family
Treatment
Chapter 3 - Family Therapeutic Theories
Chapter 4 - The Family as a System
Chapter 5 - Elements of the Emotional
Systems
Chapter 6 - Family Organizational Structure
and Development
Chapter 7 - Chemical Dependency's
Disruption of Organization
Chapter 8 - Critical Issues in Chemically
Dependent Families
Chapter 9 - Family Assessment
Chapter 10 - Working with Chemically
Dependent Families
Chapter 11 - The Family Recovery Process
Chapter 12 - Family Intervention
Family Treatment: Evidence-Based Practice with Populations at Risk
Chapter 1 – Framework for Evidence-Based
Family Treatment
Chapter 2 – Theoretical and Treatment
Approaches to Evidence-Based
FamilyTreatment
Chapter 3 – Beginning Evidence-Based
Treatment
Week 14
Week 15
Chapter 10 - Evidence-Based Family
Treatment of Substance Abuse
Chapter 4 – Evidence-Based Treatment of
Families Headed by a Single Parent
Cultural Issues in Working with Addicted
Families
BIBLIOGRAPHY
Anonymous (2001).Alcoholics Anonymous (4th Ed.). New York, NY: A. A. World Services.
Akerman, R. J. (1989). Perfect Daughters: Adult Daughters of Alcoholics. Deerfield Beach, FL:
Health Communications, Inc.
Atkinson, D. (1999). The 3 R’s of Children of Alcoholics: Rules, roles, and roads. The Journal
of
Health Education, 30(4), 64-70.
Autti-Ramo, L. (2000). Twelve-Year Follow-Up of Children Exposed to Alcohol In-Utero.
Developmental Medicine & Child Neurology, 42, 406-411.
Barber, J. G., & Gilbertson, R. (1997). Unilateral Interventions for Women Living with
Heavy Drinkers. Social Work, 42(1), 69-78.
Beamer, B. & Collins, B.R. (1983). Intervention as a Therapeutic Process for the Families of
Alcoholics. The Journal of Applied Social Sciences, 7(2), 187-202.
Beattie, M. (1987), Co-Dependent No More. New York, NY: Harper & Row.
Begun, A. & Zweben, A. (1990). Assessment and Treatment Implications of Adjustment and
Coping Capacities in Children Living with Alcoholic Parents. Alcoholism
Treatment
Quarterly, 7(2), 23-40.
Bellack, A. S., & DiClemente, C. C. (1999). Treating Substance Abuse among Patients with
Schizophrenia. Psychiatric Services, 50, 75-80.
Benard, B. (1991). Fostering Resiliency in Kids: Protective Factors in the Family, School, and
Community. Portland, OR: Northwest Regional Educational Laboratory.
Black, C. (1979). Children of Alcoholics. Alcohol Health and Research World, 4(1), 23-27.
Collins, B.G. (1993). Reconstructing Codependency using Self-In-Relation Theory: A
Feminist
Perspective. Social Work, 38(4), 470- 476.
Curtis, O. (1999). Chemical Dependency: A Family Affair. Pacific Grove, CA: Brooks/Cole
Publishing.
DiClemente, C. C. & Prochaska, J. O. (1998). Toward A Comprehensive, Transtheoretical
Model of Change in Treating Addictive Behaviors (2nd Ed.). New York: Plenum.
DiCicco, L., Davis, R., & Orenstein, A. (1984). Identifying the Children of Alcoholic Parents
from Survey Responses. Journal of Alcohol and Drug Education, 39(1), 10-16.
Eriksson, M., Bergren, U., Fahlke, C., Hard, E., & Balldin, J. (2002). Mental Well-Being in
Subjects with Long-Term Excessive Alcohol Consumption: An Experimental Study.
Alcohol, 27(2), 99-105.
Favorini, A. (1995). Concept of Codependency: Blaming the Victim or Pathway to Recovery?
Social Work, 40(6), 827-830.
Garrett, J., Landau, J., Shea, R. R., Stanton, M. D., Baciewicz, G. & Brinkman-Sull, D. (1998)
The ARISE Intervention: Using Family and Network Links to Engage Addicted
Persons
in Treatment. Journal of Substance Abuse Treatment, 15(2), 333-343.
Garrett, J., Landau-Stanton, J., Stanton, M. D., Stellato-Kabat, J. & Stellato-Kabat T, D. (1997).
ARISE: A Method for Engaging Reluctant Alcohol and Drug-Dependent
Individuals in
Treatment. Journal of Substance Abuse Treatment, 13(5), 235248.
Garrett, J., Stanton, M. D., Landau, J., Baciewicz, G., Shea, R. R., & Brinkman-Sull, D. (1999).
The "Concerned Other" call: Using Family Links and Networks to Overcome
Resistance to Addictions Treatment. Substance Use and Misuse, 34(3), 363-382.
Janzen, C., Harris, O., Jordan, C. & Franklin, C. (2006). Family Treatment: Evidence-Based
Practice with Populations at Risk. Pacific Grove, CA: Brooks/Cole Publishing.
Kitaj, K. & Frost, A. K. (1995). Resilient Women from Alcoholic Homes: The Role of Self
Caretaking Strategies. Alcoholism Treatment Quarterly, 13(3), 57-68.
Knight, J. R., Wechsler, H., Kuo, M., Seibring, M., Weitzman, E. R., & Schuckit, M. A. (2002).
Alcohol Abuse and Dependence among U.S. College Students. Journal of Studies on
Alcohol, 63(3), 263-270.
Lantz, P. M., Jacobson, P. D., & Warner, K. E. (2001). Youth Smoking Prevention: What
Works? Prevention Researcher, 8(2), 1-6.
Ling, P. M., & Glanz, S. A. (2002). Nicotine Addiction, Young Adults, and Smoke-Free Bars.
Drug and Alcohol Review, 21(2), 101-104.
Loneck, B., Garrett, J.A., & Banks, S.M. (1996). A Comparison of the Johnson Intervention to
Four Other Methods of Referral to Outpatient Treatment. The American
Journal of Drug
and Alcohol Abuse, 22(2), 233-246.
Loneck, B.M. & Kola, L.A. (1988). Using the Conflict-Theory Model of Decision Making to
Predict Outcome in the Alcoholism Intervention. Alcoholism Treatment
Quarterly,
5(3/4), 119-136.
Palmer, N. (1997). Resilience in Adult Children of Alcoholics: A Non-pathological Approach
to
Social Work Practice. Health and Social Work, 22(3), 201-209.
Prochaska, J. 0., DiClemente, C. C., & Norcross, J. C. (1992). In Search of How People Change.
American Psychologist, 47, 1102-1114.
Werner, E. E. (1993). Risk, Resilience, and Recovery: Perspectives from the Kauai
Longitudinal Study. Development and Psychopathology, 5, 503-515.
Revised Syllabus
MASTER OF SOCIAL WORK PROGRAM
SW 8816: Social Work Practice with Addicted Families
Instructor:
Carol S. Collard, PhD
Meeting Time
TBA
Semester Credits:
3 hours
Email Address:
ccollard@kennesaw.edu
Phone Number:
678-797-2448, 404-276-2339
Office:
Pilcher Bldg., Rm 221
Office Hours:
10:00 – 12noon Thursdays,
and by appointment
COURSE DESCRIPTION
Building upon the generalist base developed in the foundation year social work practice
sequence, MSW students in the substance abuse sub-specialty will synthesize a broad range
of knowledge and skills related to practice with addicted families. The course presents
techniques and skills needed to work with families of addicts, as a primary means of
treatment. Additionally, instruction is provided on the theory and techniques of working
with individuals raised in addicted families.
COURSE OBJECTIVES
At the conclusion of the course, through the accomplishment of specific assignments, class
lectures, class exercises, required readings, and discussions students will:
7. Understand the theory and techniques in use in working with addicted families.
8. Be practiced in the skills needed to work with addicted families.
9. Be familiar with the processes of intervention upon addicted families.
10. Know about dynamics of addicted families, the roles played in dysfunctional
families, and the preferred techniques in addressing these client problems.
11. Be familiar with experiential therapy as it relates to work with clients from addicted
families.
12. Understand the role of culture in working with addicted families.
COURSE FORMAT
This course will include lectures, discussions, small group work, role playing, class
participation and presentations, videos, and required readings.
REQUIRED TEXTS
Curtis, O. (1999). Chemical Dependency: A Family Affair. Pacific Grove, CA: Brooks/Cole
Publishing.
Janzen, C., Harris, O., Jordan, C. & Franklin, C. (2006). Family Treatment: Evidence-Based
Practice with Populations at Risk. Pacific Grove, CA: Brooks/Cole Publishing.
COURSE REQUIREMENTS
1. Class Attendance & Participation
10 pts.
2. Group Presentation
30 pts.
3. Term Paper
30 pts.
4. Individual Presentation/Discussion (Term Paper)
30 pts.
1. Class Attendance & Participation - Students are required to attend classes as scheduled
and be on time. Students are expected to participate positively in the learning process. Such
participation includes: full and active participation in all class activities, asking questions,
active listening, seeking out and valuing the opinion of others, and showing respect for
peers and the instructor. Failure to participate positively may affect this portion of the
student’s grade. Attendance is key to your class participation grade. Students attending
classes will be eligible for class participation points according to the following schedule:
Missing two or fewer classes:
10 pts.
Missing three classes:
8 pts.
Missing four classes:
6 pts.
Missing five classes:
4 pts.
Missing six classes:
2 pts.
Missing seven classes:
1 pt.
Missing eight classes or more classes:
0 pts.
2. Group Presentation
- Students will form groups of from 4 to 6 members. Each
group will role-play an addicted family, using Kaufman’s typology to choose a type. The
group will demonstrate, through role-playing a therapy session, one method of treatment
described in the text. Each presentation will last approximately 25 to 30 minutes.
3. Term Paper – Each student will develop a research paper in the area of working with
addicted families. Specific topics must be approved by instructor. Paper will be 12 to 15
pages in length, typed, double-spaced, and using APA writing guidelines. Instructor will
provide more detailed directions in class.
4. Individual Presentation/Discussion - Each student will lead a section of a class.
Students will choose at least 1 peer reviewed journal article from their term paper to
assign to their peers to read. The student will also prepare several discussion questions
that will facilitate class involvement. The article and questions must be ready to be given
out at least the week prior to the student’s presentation. Based upon the article, and any
other material that the student chooses, the student will present the material to their peers.
Each presentation should last approximately 30 minutes and be followed by an exercise
created by the student that will reinforce the learning process for around 15 minutes. The
remaining 15 minutes will encompass the discussion questions and other student
questions.
ACADEMIC INTEGRITY STATEMENT
http://catalog.kennesaw.edu/content.php?catoid=11&navoid=489&returnto=search#stud
_code_cond
CRITERIA FOR STUDENT EVALUATION
GRADING SCALE
There are possible 100 points to be earned in this class. Grades will depend on the
cumulative number of earned points. Points will be interpreted as follows:
90-100 = A; 80-89 = B; 70-79 = C; 65-69 = D; Below 65 = F
ADDITIONAL INFORMATION
6. Students are expected to read the assigned chapters prior to class. Class participants
will determine special readings in addition to the required text.
7. All assignments must be typed, double-spaced, and stapled in the left-hand corner. Do
not use folders for assignments. There will be a 2 point penalty for not following these
directions.
8. There will be a ten percent (10%) grade penalty for a late assignment. An assignment is
considered late at the end of the class period in which it was due. In addition, no
assignment will be accepted after one week (7 days) except in cases of documented
serious emergencies. NO EXCEPTIONS
9. An INCOMPLETE grade in a course is given only in cases of extreme emergencies and at
the discretion of the professor. A request for an INCOMPLETE must be written and
include the reason for the request as well as a timetable for completion of all
assignments. All work must be submitted by the end of the next semester (or within 1
year if not enrolled) or the grade of “I” will be changed to an “F”.
10. Every KSU student is responsible for upholding the provisions of the STUDENT CODE
OF CONDUCT, as published in the Undergraduate Catalog. Section II of the Student Code
of Conduct addresses the University’s policy on academic honesty, including provisions
regarding: a) plagiarism and cheating; b) unauthorized access to University materials;
c) misrepresentation/falsification of University records or academic work; d) malicious
removal, retention, or destruction of library materials; e) malicious/intentional misuse
of computer facilities and/or services; and f) misuse of student identification cards.
Incidents of alleged academic misconduct will be handled through the established
procedures of the University Judiciary Program, which includes either an “informal”
resolution by a faculty member, resulting in a grade adjustment, or a formal hearing
procedure, which may subject a student to the code of Conduct’s minimum onesemester suspension requirement.
TENTATIVE SCHEDULE
The instructor reserves the right to alter this schedule in order to facilitate the learning
experience of the class.
Week No.
Reading/Activity
Chemical Dependency: A Family Affair
Introduction to course, syllabus, and
assignment
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Chapter 1 - The Development of Family
Therapy
Chapter 2 - Theoretical Approaches to Family
Treatment
Chapter 3 - Family Therapeutic Theories
Chapter 4 - The Family as a System
Chapter 5 - Elements of the Emotional
Systems
Chapter 6 - Family Organizational Structure
and Development
Chapter 7 - Chemical Dependency's
Disruption of Organization
Chapter 8 - Critical Issues in Chemically
Dependent Families
Chapter 9 - Family Assessment
Chapter 10 - Working with Chemically
Dependent Families
Chapter 11 - The Family Recovery Process
Chapter 12 - Family Intervention
Family Treatment: Evidence-Based Practice with Populations at Risk
Chapter 1 – Framework for Evidence-Based
Family Treatment
Chapter 2 – Theoretical and Treatment
Approaches to Evidence-Based
FamilyTreatment
Chapter 3 – Beginning Evidence-Based
Treatment
Week 14
Week 15
Chapter 10 - Evidence-Based Family
Treatment of Substance Abuse
Chapter 4 – Evidence-Based Treatment of
Families Headed by a Single Parent
Cultural Issues in Working with Addicted
Families
BIBLIOGRAPHY
Anonymous (2001).Alcoholics Anonymous (4th Ed.). New York, NY: A. A. World Services.
Akerman, R. J. (1989). Perfect Daughters: Adult Daughters of Alcoholics. Deerfield Beach, FL:
Health Communications, Inc.
Atkinson, D. (1999). The 3 R’s of Children of Alcoholics: Rules, roles, and roads. The Journal
of
Health Education, 30(4), 64-70.
Autti-Ramo, L. (2000). Twelve-Year Follow-Up of Children Exposed to Alcohol In-Utero.
Developmental Medicine & Child Neurology, 42, 406-411.
Barber, J. G., & Gilbertson, R. (1997). Unilateral Interventions for Women Living with
Heavy Drinkers. Social Work, 42(1), 69-78.
Beamer, B. & Collins, B.R. (1983). Intervention as a Therapeutic Process for the Families of
Alcoholics. The Journal of Applied Social Sciences, 7(2), 187-202.
Beattie, M. (1987), Co-Dependent No More. New York, NY: Harper & Row.
Begun, A. & Zweben, A. (1990). Assessment and Treatment Implications of Adjustment and
Coping Capacities in Children Living with Alcoholic Parents. Alcoholism
Treatment
Quarterly, 7(2), 23-40.
Bellack, A. S., & DiClemente, C. C. (1999). Treating Substance Abuse among Patients with
Schizophrenia. Psychiatric Services, 50, 75-80.
Benard, B. (1991). Fostering Resiliency in Kids: Protective Factors in the Family, School, and
Community. Portland, OR: Northwest Regional Educational Laboratory.
Black, C. (1979). Children of Alcoholics. Alcohol Health and Research World, 4(1), 23-27.
Collins, B.G. (1993). Reconstructing Codependency using Self-In-Relation Theory: A
Feminist
Perspective. Social Work, 38(4), 470- 476.
Curtis, O. (1999). Chemical Dependency: A Family Affair. Pacific Grove, CA: Brooks/Cole
Publishing.
DiClemente, C. C. & Prochaska, J. O. (1998). Toward A Comprehensive, Transtheoretical
Model of Change in Treating Addictive Behaviors (2nd Ed.). New York: Plenum.
DiCicco, L., Davis, R., & Orenstein, A. (1984). Identifying the Children of Alcoholic Parents
from Survey Responses. Journal of Alcohol and Drug Education, 39(1), 10-16.
Eriksson, M., Bergren, U., Fahlke, C., Hard, E., & Balldin, J. (2002). Mental Well-Being in
Subjects with Long-Term Excessive Alcohol Consumption: An Experimental Study.
Alcohol, 27(2), 99-105.
Favorini, A. (1995). Concept of Codependency: Blaming the Victim or Pathway to Recovery?
Social Work, 40(6), 827-830.
Garrett, J., Landau, J., Shea, R. R., Stanton, M. D., Baciewicz, G. & Brinkman-Sull, D. (1998)
The ARISE Intervention: Using Family and Network Links to Engage Addicted
Persons
in Treatment. Journal of Substance Abuse Treatment, 15(2), 333-343.
Garrett, J., Landau-Stanton, J., Stanton, M. D., Stellato-Kabat, J. & Stellato-Kabat T, D. (1997).
ARISE: A Method for Engaging Reluctant Alcohol and Drug-Dependent
Individuals in
Treatment. Journal of Substance Abuse Treatment, 13(5), 235248.
Garrett, J., Stanton, M. D., Landau, J., Baciewicz, G., Shea, R. R., & Brinkman-Sull, D. (1999).
The "Concerned Other" call: Using Family Links and Networks to Overcome
Resistance to Addictions Treatment. Substance Use and Misuse, 34(3), 363-382.
Janzen, C., Harris, O., Jordan, C. & Franklin, C. (2006). Family Treatment: Evidence-Based
Practice with Populations at Risk. Pacific Grove, CA: Brooks/Cole Publishing.
Kitaj, K. & Frost, A. K. (1995). Resilient Women from Alcoholic Homes: The Role of Self
Caretaking Strategies. Alcoholism Treatment Quarterly, 13(3), 57-68.
Knight, J. R., Wechsler, H., Kuo, M., Seibring, M., Weitzman, E. R., & Schuckit, M. A. (2002).
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