credit hours: 3lecture hours: 3 laboratory ... - sscc.edu 1105 - survey of substanc… · web...

Southern State Community CollegeCurriculum Committee – November 2018 HSSR 1105 – Survey of Substance Abuse of 22

1. COURSE TITLE: Survey of Substance Use Disorders

2. COURSE NUMBER: 1105 CATALOG PREFIX: HSSR

3. PREREQUISITE: None

4. CREDIT HOURS: 3 LECTURE HOURS: 3 LABORATORY HOURS: 0 OBSERVATION HOURS: 0

5. Course Location and Time:North Campus/Wilmington – Evening Program (specify time) South Campus/Mt. Orab – Day Program (specify time)

6. Faculty Contact InformationInstructor: YOUR NAME HERE Phone: 937-393-3431 Ext. ????Email: [email protected] Office Hours: by appointment

7. COURSE DESCRIPTION:

This course explores chemical dependency issues from a historical, cultural, biological, and legal perspective. Major topics include: recognizing signs and symptoms of substance abuse, prevention of substance abuse, differences in helping strategies with substance users, pharmacology, and psychopharmacology.

This course meets the required hours for the student’s CDCA, as listed by the Ohio Chemical Dependency Professionals Board.

CDCA: Chemical Dependency Counselor Assistant Phase I• Forty (40) hours of chemical dependency specific education in the following areas:

1 - Theories of addiction (5 hours)2 - Counseling procedures & strategies with addicted populations (14 hours) 3 - Group process & techniques working with addicted populations (5 hours) 4 - Assessment & diagnosis of addiction (3 hours)5 - Relationship counseling with addicted populations (0 hours) 6 - Pharmacology (0 hours)7 - Prevention strategies (0 hours)8 - Treatment planning (7 hours)9 - Legal & ethical issues pertaining to chemical dependency (6 hours)

8. LEARNING OUTCOMES:

At the completion of this course students will be able to:


1. Explain the historical, cultural, and legal issues related to substance use and abuse.

2. Describe the basic functions of the human nervous system, including the effects of drugs on the nervous system.

3. Explain the basic pharmacological principals related to substance use and abuse.

4. Describe the dynamics of substance use and abuse related to the following: cocaine, amphetamines, nicotine, caffeine, alcohol, depressants, opiates, marijuana, hallucinogens, psychiatric drugs, and prescription and over the counter drugs.

5. Discuss the issues of substance abuse prevention.

6. Cite and explain the major theories of addiction.

7. Describe drug treatment settings and services.

9. ADOPTED TEXT(S):

Drug Use and AbuseStephen A. Maisto; Mark Galizio; Gerard J. Connors ISBN-10: 1-337-40897-2ISBN-13: 978-1-337-40897-4Cengage Publishers

Supplemental Materials - click on the item to open it.

10. OTHER REQUIRED MATERIALS:Southern State Community College offers technology support for students. Please see the following information about technology requirements and how to access assistance. Please note, your instructor does not have access to the systems used that support email, MyELearn/Canvas, and other publisher platforms for online learning. You need to utilize the information below to resolve any technology issues related to your education at SSCC.


Tech Support For help with your password, email, MyELearn, or any other technology issues, questions, or requests, contact Tech Support.Tech Support Hours:Monday-Thursday – 8am to 5pm Friday – 8am to 12pmPhone: 800-628-7722 x2800Option 1: Password AssistanceOption 2: Student Assistance with MyELearn Option 3: Instructor Assistance with MyELearn Option 4: All other Technical IssuesEmail: [email protected]

MyELearn is Southern State's learning management system. Your online classes will each have a site in MyELearn that will serve as a hub for all the course content, links to the publisher platforms, and activities. Your face-to-face classes will have a site in MyELearn that will serve as a hub for course content, assignment submissions, and other activities. For assistance you can: Search the Canvas Guides - Find asnwers to common questions about MyELean Call Student 24/7 Support: 1-833-204-0683

Minimum Supported BrowsersMyELearn (Canvas) highly recommends using the newest version of whatever browser you are using. However, MyELearn supports the following browsers and Flash versions (as of 4/10/18): Chrome 63 and 64 Firefox 57 and 58 (Extended Releases are not supported) Safari 10 and 11 (Macintosh only) Flash 27 and 28 (used for recording or viewing audio/video and uploading files) Respondus Lockdown Browser (supporting the latest system requirements )

Not sure what browser you are using? Visit supportdetails.com/ and check the 'Browser' box to see which browser you are using.Some supported browsers may still produce a banner stating "Your browser does not meet the minimum requirements for Canvas." If you have upgraded your browser but you are still seeing the warning banner, try logging out of MyELearn (Canvas) and deleting your browser cookies.

If you are getting a blank page in MyELearn, your browser may be detecting mixed content. For information on fixing this problem, see the section on "Browser Privacy Settings" in the Canvas guide.Other Browser RequirementsFlash is required in several places in MyELearn: media recording/streaming and viewing as well as uploading files to a course or an assignment. Other than these features, Flash is not required to use most areas of MyELearn.

The Java plug-in is required for screen sharing in Conferences. Please note that some browsers do not support Java. Otherwise, there are no other browser plug-ins used by MyELearn.

Mobile Devices


The Canvas Student app is the mobile version of MyELearn (Canvas) that helps students stay current with their courses anywhere. Download the Canvas Student appon Android and iOSdevices. Additional information on the Canvas Student app can be found in the Android Guide or iOS Guide .

Do I have the minimum computer requirements?Check the Canvas (MyELearn) Technical Information to make sure you have the required platform technologies. You will also need the following minimum software requirements:

Reliable internet service provider (dial-up connection will work but DSL or cable is preferred)

Reputable anti-virus program (be sure to regularly update your anti-virus program and visit Microsoft Windows Update to be sure you have the latest protection against viruses)

Some MyELearn courses use browser plugins. To view portions of these sites, you may need one or more of the following plugins (browsers will generally automatically download any plugin required by a particular page):

Adobe Reader – view, navigate and print Adobe PDF files across all major computing platforms

Flash – view interactive quizzes, animations and activities Java plug-in – run applications and applets that use Java technology QuickTime – view videos Real Player – play video and audio files Shockwave – view interactive quizzes, animations and activities Windows Media Player – play video and audio files

https://www.sscc.edu/academics/student-technology-resources.shtml

Please be advised, you should have antivirus software and malware on your computers when downloading any items.

11. GRADING:The grading scale will follow the policy in the college catalog: A 100 – 90B 89 – 80C 79 – 70D 69 – 60F 59 – 0

12. GRADING PROCEDURES OR ASSESSMENTS: (Course Syllabus – Individual Instructor Specific)

Assessment Tool Points TotalsFive Exams 100 each 500Discussion Boards 15 each 225Abstinence/Alternative Assignment – Journal entries

Initial entry 25 pointsAll other entries 10points each (a minimum of 3 each week for 8 weeks; 24 total)

25240


Conclusion Paper on the experience 50 50Class Attendance (See D below) 100Paper - Choose topic from the list

100 100

Reflection Paper – Attend AA or NA

100 100

CDCA Paper 100 100Quizzes (6 Random) 100 600Total Points = 2040

A. The Five Exams will be multiple choice and True/False.

B. Discussion boards are collaborative learning experiences. Therefore, the student is required to create a thread in response to the provided prompt for each forum. When responding to Discussion Board Forums, answers each of the questions posted for the assigned readings and/or videos. To earn all points, your answers must be thorough, coherent, and demonstrate critical thinking. In addition, you must give feedback to at least one additional student on the discussion thread. Each thread must be a minimum of 200 words and demonstrate course-related knowledge. Typically, a Canvas Discussion will be due prior to the first class each week. For example, if you attend the Monday/Wednesday class, the discussion is due prior to class on Monday. If you attend the Tuesday/Thursday class, the discussion is due prior to the Tuesday class. If class falls on a holiday, a discussion may be due that day. It is your responsibility to check Canvas weekly to ensure you complete all discussion board forums in a timely manner.

C. Abstinence ExperienceThink about an activity that you enjoy or engage in frequently and commit to discontinuing this activity. Starting on January 28, you are asked to abstain from a mood altering chemical / substance / food / activity for 60 days (January 28- March 26). The substance will be of your choosing, and can include alcohol, other drugs, nicotine, caffeine, sugar, or other similar substances. An activity can include gambling, spending money, watching television, spending time on the computer, swearing, etc. The purpose of your abstinence is to assist you in understanding what chemically dependent people face in treatment and recovery in this culture. You will also hopefully begin to assess the role chemicals play in your life. You are to choose something that will be a true challenge for you, as this will help you learn much more than if you chose something easy to change about your life.

You are to keep a journal describing and reflecting upon your abstinence, with at least 3 entries per week describing your experiences, thoughts, feelings, successes and struggles. Each day’s entry should be one double-spaced page, making 3 pages per week. In Canvas, you will use the journal feature for each entry.

You are to inform your instructor at the outset what substance you will be abstaining from, and you are to tell at least 2 significant persons in your life that you will be abstaining from that substance as well. You are to develop a plan for dealing with the difficulties of abstinence, including the possibility of relapse. This will be your first entry in the Journal on Canvas. The instructor may refer you to resources within your community and provide you with information


regarding your choice to abstain from a substance/activity. Please feel free to contact the instructor at any time if you have questions during this process or need guidance.

In your journal, describe yourself and your environment in terms of such areas as the following: Your reasons for choosing this substance or behavior to abstain from or acquire Who you told about this experiment and who you look to for support Your daily experiences and feelings Your physical state (health, energy, sleep, nutrition) Your psychological state (motivation, emotions, coping skills, self-esteem,

thoughts, insights, confidence, self-efficacy, emotional management) Your social life (social support, undermining, changes, friends, family,

classmates, insights about others, reactions by others) Your spiritual state (choices, honesty, belief systems, ethics, practices, honesty, personal

value system) Your environment (media, advertising, social mores) What you are learning about yourself What you are learning about your environment What you are learning about addiction What you are learning about behavior and attitude change

Finally, write a 3-page double spaced conclusion about how this experience will assist you in understanding or working with chemically dependent people. Be specific. You will not be graded on your success or failure in abstaining, but on your growth in understanding yourself and of the dynamics involved in dealing with addictions. However, it is important to make your best effort to abstain for the full eight weeks. This paper will be submitted via Canvas.

Alternative AssignmentChoose a behavior or habit that you wish to acquire. Work at developing that habit or acquiring a behavior. Use the same reporting and journaling process as if you had chosen abstinence.Examples could be: starting a daily exercise program, meditation, eating healthy food, or other self-care activities. This exercise requires the same amount of time and effort as the abstinence exercise. The reporting will be the same via a journal in Canvas.

D. Class attendance is part of your grade.

ABSENCES POINTS GRADE0 10 1001 8 802 6 603 4 404 2 205 1 106 0 0

Students who miss more than 6 classes may be asked to withdraw from the class by the instructor.

Students who fail to officially withdraw from the class will receive a grade of “F.”


E. Each student will write a 5-page paper on one of the following topics:a. Stages of Change Model (AKA: Transtheoretical Model)b. Medication-assisted Treatmentc. Medical Use of Marijuana – this cannot be a paper about why marijuana should be legalized! It must focus on the use of medical marijuana. If the paper is more about the legalization of marijuana, you will have your grade reduced by 50 points.d. A topic related to the course that interests you, but MUST be approved by the instructor.

The paper must be a minimum of 5 pages not including the cover, abstract, or works cited page.

A minimum of five outside resources are required for this paper, none of which can be over four years old. You must use scholarly journals. If you use a webpage/website more than once, your grade will be lowered by 10 points (This means you can only use a web site for 1 of the 5 resources). The paper must be written in the APA format.

F. Each student will attend an AA or NA meeting. There are no exceptions to the type of meeting. The meeting must be an open meeting unless you identify as a friend of Bill or part of the NA fellowship. If you are a friend of Bill or attend NA, you must attend a meeting different than your home meeting. Make sure that you are attending an open (not closed) meeting. Should someone 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 see people you know, and if so, respect their anonymity. Do NOT take notes or bring a tape recorder. Schedules of 12 step group meetings will be made available by the instructor.

The discussion paper is to be a compilation of your field notes following attendance at the meeting, combined with your learning from the assigned readings and class discussions regarding 12 step programs. Begin with a short description: name of group, place, type of meeting, brief description of the demographic characteristics of the group, physical surroundings of the meeting, and atmosphere and tone. The remainder of the paper should focus on:

Your personal reactions as an individual attending for the first time. What did you observe / learn about yourself by attending? Were you nervous? Why or why not? Did you have any stereotypes that were confirmed or shattered? What emotions did you experience?

What social, psychological and spiritual principles of human behavior are the 12 step programs based on? How do they contribute to its success?

Implications for your professional practice. Who do you think would benefit from such a group? How would you go about preparing a client for such a group based on your initial experience? Who might have a hard time participating in such a group? What do you think are the keys to the success of this approach?

Integration of classroom materials with 12 step observations. How does this experience fit or not fit with information presented in class or read for this class?

Compile your reactions into a 4-5-page paper. In addition, be prepared to discuss your findings and observations in class.


G. Each student will write a 5-page research-based paper in current APA format that incorporates research into state requirements for a Chemical Dependence Counselor Assistant Phase I. The paper must include at least 4 references in addition to the course adopted text and supplemental texts provided. The references cannot be older than seven years.

H. Per the syllabus, there will be at least 5 random quizzes throughout the semester. If you miss class on a day there is a random quiz, you cannot make up the quiz. If the instructor determines it is necessary to have more than 5 quizzes, the total points available in the class will be changed. A large part of the determination of when a quiz is given depends on the class as a whole being able to participate in discussions over the material within the textbook and any supplemental reading material in the syllabus or posted on Canvas.

All assignments are to be submitted via Canvas. Assignments submitted via email will not be accepted. Tests will use Scantron sheets and these will be collected by the instructor to record grades in Canvas. If you fail to return a Scantron card, you will receive a “0” for the test score that cannot be recorded.Quizzes may be on a scantron card or pen/paper in class. Often, the quizzes will be graded in class. You must turn in your quiz to have your grade recorded in Canvas. Failure to do so will result in you receiving a “0”, zero.

13. CLASSROOM METHODOLOGY:

This course will utilize lectures, case studies, class discussion, small group projects, and group discussions. This course will also utilize power points to supplement the material in the textbook. Videos (i.e. movies, Tedtalks, music, or otherwise) may be used in addition to the textbook and power points for the class to supplement the primary textbook. Interactive class discussion is encouraged and staying current on reading assignments necessary to be able to adequately participate in class discussions. These may be viewed in class or assigned throughout the semester to view and be prepared to discuss in class. The instructor may post links to videos in the learning management system, MyELearn/Canvas. In addition, the instructor may require the students to write a reflective paper on any video, music or otherwise, shown in class or required to be viewed outside of class hours.

The course is sensitive in nature. The topic of trauma is personal and relevant to all individuals. The instructor will advise students on self-care during the class. Confidentiality is expected and if it is not respected students may be dropped from the course.

Attendance: One of the greater expectations of this course is fulfilling your obligation of attendance. While your readings cover a substantial proportion of the course content, classroom participation is the most integral part of this course. As attendance will be taken every day and its part of your overall grade, you must minimize the number of absences you may have. You will start with a 100-point attendance pool. For each absence, you will lose points from the attendance pool. With 7 absences, the student would need to withdraw from the course. If you do not withdraw from the course, you will receive an “F” as your final grade. It is your responsibility to sign the attendance sheet as it is passed. If you request the instructor add your name to the attendance sheet after class because you missed it as when passed around, you will be counted as tardy. See more information below on tardiness. If you are absent a day, it is important that you ask the instructor the next class day if you missed a handout as these may contain information that can be included on quizzes and exams.


Tardiness: Tardiness is a significant issue as well. Not only does it deprive you of needed classroom participation time, it is extremely disruptive to the overall classroom flow and dynamic. Occasional lateness is understandable; consistent tardiness is not. For every 3 occurrences of tardiness, you will be given an absence. Simply said, treat this course as a serious learning endeavor and come to class on time. Tardiness will be defined being late for the scheduled start of the class. For example, if the class is scheduled to begin at 3:00 pm and you arrive at 3:01pm then you will be considered tardy. If the instructor is late due to unforeseen events and you arrive later than the scheduled class, but before the instructor, you will not be counted as tardy.

Cell Phones: There is no reason for cell phones in class. Therefore, there is a simple rule: NO CELL PHONES ARE ALLOWED IN CLASS. Put them away from your visibility. The only exception that is allowed is if you have an occupation that requires you to be on call. If that is the case, you must inform me for consent to have a cell phone.Despite the attempted subterfuge, it is quite easy to spot when someone texting. Don’t have your cellphone out. If you have a cell phone out, an absence may be recorded.

Children in Class : Please do not bring children into Human Services classes, regardless of the reason. Many of the discussions held in Human Services classes feature mature topics and may not be suitable for children. Additionally, some students may feel uncomfortable engaging in class discussions on mature topics when children are in the room. So, please do not bring children to class.

Sleeping: Sleep at home, not here. If you sleep, you are not really present. If you are caught sleeping, you will be marked as being absent.

Disruptive Behavior: Any behavior that distracts other students from learning and participating is disruptive. This most commonly occurs in the form of holding loud conversations during class (but not limited to such). If you are disruptive, you may be asked to leave the class and an absence recorded.

Academic Honesty: Academic honesty is a must in an institution of higher learning. Academic dishonesty includes (but not limited to) cheating, plagiarism, or helping another student in engage in academic dishonesty. If a student engages in academic dishonesty, at the discretion of the instructor, the student may receive an automatic failing grade for the assignment and/or course.

Reading: To know the background of the class lecture, students are expected to complete the assigned reading before class. Likewise, your writing assignments and exams will cover a significant portion of the assigned readings. In the tentative outline, you will see when readings are due. If you look at the chart, you will see a corresponding day with each chapter for the textbook. If there are additional readings, the instructor may include these within the syllabus, post an announcement in MyELearn/Canvas, or have the reading title available on a specific assignment in the learning management system. If a reading is posted in MyELearn/Canvas, you will need to locate the electronic version of the article (typically a journal article) if a PDF is not posted. The necessary information about the article – author, name of journal, date page


numbers, etc. will be noted in the MyElearn/Canvas system. It is your responsibility to read all assigned items beyond the required textbook for the course.

14. COURSE OUTLINE: Suggested course outline

Week of…. Reading due Assessment/Assignment Due

Student Learning Outcome

CDCA Phase I Specific Education Areas

One Review of Syllabus and expectations

Adopted Text – Chapter One: Pharmacology and drugs, Alcohol and Drug Use in the US, Defining Harmful Drug Use,DSM Criteria for Current Substance Use Disorder

Legal and ethical considerations

Canvas Discussion – Introductions

Canvas Discussion 1, 3 1, 4, 6

9

Two Adopted Text – Chapter Two: HistoryOverview, Development of drug laws, Current drug laws

Canvas Discussion 1 1

Three Adopted Text - Chapter Three: Drugs and the nervous system, Drugs and neural transmission, The nervous system, The brain

Canvas Discussion

Exam One- Chapters 1 and 2

2, 3 1

Four Adopted Text – Chapter Four: Pharmacology, Pharmacokinetics, Pharmacodynamics

TIP 45

Detoxification.pdf


Five Adopted Text - Chapter Five: Psychopharmacology and new drugs, Characteristics of the user, Social and environmental factors, Tolerance, Human Behavioral pharmacology, Current

Canvas Discussion 2, 3, 6 1, 8


developmentsSix Adopted Text – Chapter

Six:Cocaine and amphetamines, Early use of cocaine, Amphetamines, Cocaine epidemic, The return of meth, Pharmacokenetics of stimulants, Mechanisms of stimulant action, Effects at low doses, Effects at high doses, Effects of chronic use, Stimulant drugs and ADHD Adopted Text - Chapter Seven: History of Tobacco Use, Prevalence, Pharmacology, Tolerance and Dependence, Acute Effects, TreatmentAdopted Text – Chapter EightCaffeine, Sources of caffeine, History, Prevalence, Pharmacology, Tolerance and Dependence, Acute Effects, Chronic Effects, Therapeutic uses

Counselor’s Treatment Manual: Matrix Intensive Outpatient Treatment for People With Stimulant Use Disorders

SMA13-4152.pdf

Canvas Discussion

Exam Two – Chapters 3, 4, and 5

1, 3, 4

1, 3, 4

1, 3, 4

4, 7

1, 2, 3, 8

Seven Adopted Text – Chapter Nine:Alcoholic beverages, History of alcohol use, Consumption of alcohol in the United States, Pharmacology of alcohol, Tolerance and dependence, Therapeutic uses, Acute effects, Effects of chronic heavy drinking, the development of alcohol use

Canvas Discussion

Exam Three – Chapters 6, 7, and 8

AA Reflection Paper Due on February 23rd

1, 3, 4, 7 4


disorderEight Adopted Text -Chapter Ten:

History of opiates, Pharmacokinetics, Medical use of opiate drugs, Acute psychological and physiological effects of opiates, chronic effects of opiatesMedication-Assisted Treatment for Opioid Addiction in Opioid Treatment Programs

SMA12-4214.pdf

Canvas Discussion 1, 3, 5, 7 2, 3, 4,8

Nine Adopted Text – Chapter Eleven: Marijuana, Historical overview, Epidemiology, Methods of use, Active ingredients, Absorption, distribution, metabolism, and excretion, Mechanisms of action, Medical and psychotherapeutic uses, uses of marijuana, Physiological and psychological effects of marijuana use

Cognitive Behavioral Therapy Supplement: 7 Sessions of Cognitive Behavioral Therapy forAdolescent Cannabis Users

SMA08-3954.pdf

Canvas Discussion

Exam Three – Chapters 9 and 10

1, 3, 4, 7 2, 3, 4, 8

Ten Adopted Text – Chapter TwelveHistorical hallucinogens, Serotonergic hallucinogens, Methylated amphetamines, Anticholinergic amphetamines, Dissociative

Canvas Discussion 1, 3, 4 4


anesthetic hallucinogens

Eleven Adopted Text – Chapter Thirteen: Psychotherapeutic medications, historical overview, Epidemiology, Class of drugs and their actions – antipsychotics, antidepressants, antianxiety, non benzo treatment, mood stabilizers, Psychotherapeutic drugs and pregnancy Adopted Text – Chapter Fourteen: Prescription drugs, Over-the-counter Drugs, Herbal Products, hormones, and dietary supplements, Inhalants

Canvas Discussion

Paper – topics in syllabus or approval of instructor due March 30th

1, 3, 4,

1, 3, 4

4

4

Twelve Adopted Text – Chapter Sixteen: Defining prevention, models of prevention, Principles of drug prevention, current topics in prevention

Based on TIP 34 Brief Interventions and Brief Therapies for Substance Abuse

SMA15-4136.pdf

Canvas Discussion

Exam Four – Chapters 11, 12, 13, and 14

Conclusion Paper regarding Abstinence Activity/Alternative Assignment due on April 6th

5 2, 3, 7, 8

Thirteen Adopted Text Chapter Fifteen: Motivation to change, change without treatment, self-help groups, Models of substance use disorders, alcohol treatment settings and services, Other drug treatment and services, special topics in AOD treatment



Adopted Text Chapter Sixteen: Defining Prevention Models of Prevention

Sociocultural Model Distribution of

Consumption ModelProscriptive Model

Principles of Drug Abuse PreventionCurrent Topics in Prevention

Education and MassMedia Efforts

Affect-Oriented Programs

Alternative Behaviors and Resistance-Skills Training

Temperament-Based Interventions

Worksite Programs Programs for College

Students TIP 41

Substance Abuse Group

Treatment.pdFourteen Specific Populations

TIP 57

Trauma-informed care.pdf

TIP 56Addressing the Specific Behavioral Health Needs of Men

SMA14-4736.pdf

TIP 51 Substance Abuse Treatment:Addressing the Specific

Needs of Women

SMA15-4426.pdf

Canvas Discussion 7 1, 2, 3, 4, 8, 9


Substance Abuse Treatment and Domestic Violence

SMA15-3583.pdf

Fifteen TAP 21: Addiction Counseling Competencies (click to open file)

AddicitonCounseling Compte

TAP 21-A: Competencies for Substance Abuse Treatment Clinical Supervisors(click to open file)

Comptencies for Clinical

Supervisors.

TIP 59

Improving Cultural Competence.pdf

Ohio Revised Codehttp://codes.ohio.gov/orc/4758

CDCA PHASE I ED

Canvas Discussion

CDCA Paper Due on April 23

1 8, 9

Sixteen Final Exam Week Exam Five – Chapters 15, 16, TAP 21, TAP-21 A,TIP 41, TIP 59, TIP 51,TIP 56, TIP 57

15. SPECIFIC MANAGEMENT REQUIREMENTS:Assignments will be evaluated according to instructor directives.

Student Responsibilities: To meet the objectives of this course, students are expected to attend all scheduled meetings with the instructor, study the text, complete assignments, contribute to Canvas discussions, and act as responsible adults.

Instructor Responsibilities: The instructor will enhance and expand the meaning and application of the subject matter covered throughout the course. At the beginning of the semester, the instructor will distribute syllabi listing all course requirements. At the beginning of each meeting, the instructor will


summarize the material which the student reviewed in preparation for the meeting. The instructor will facilitate discussion and be available for individual student as needed for individual conference times.

ACADEMIC MISCONDUCT (Student Handbook, Page 38) http://www.sscc.edu/students/assets/student-handbook.pdf Southern State is committed to providing educational opportunities that promote academic, professional and personal growth in students. To these ends, all members of the College are expected to uphold the highest academic and ethical standards.

Types of Misconduct are …

1. Any unauthorized use of material (books, notes of any kind and so forth) during an examination, test or quiz.

2. Copying from another student’s work or permitting one’s work to be copied during an examination, test or quiz.

3. Unauthorized use of equipment (computers, calculators or any type of educational or laboratory equipment).

4. Permitting a person to pose in one’s place during an examination, test, or quiz or posing as another person during an examination, test or quiz.5. Altering an examination, test, or quiz, or any other type of evaluated work in an effort to have the

work re‐evaluated for a higher grade.6. Plagiarizing or permitting one’s work to be plagiarized.

7. Using unauthorized or improper methods to determine in advance the contents of an examination, test or quiz.

8. Unauthorized use of computer software during an examination, test or quiz.9. Submitting as one’s own work a work of art, speech or oral report, a musical composition, a computer program, a laboratory project or any other creationdone by another person.For further definition, student responsibilities, charges, sanctions and the appeal process, visit:

http://www.sscc.edu/academics/regulations.shtml#academic ‐ misconduct Further clarification on plagiarismUnderstanding plagiarism can be confusing. Violations of these standards include cheating; plagiarizing; submitting, without permission, a paper or assignment completed for one class to fulfill a requirement for another class; fabricating materials; using materials in an unauthorized manner; misrepresenting academic records; and/or facilitating academic dishonesty.

To clarify, copying word for word from any source without enclosing the material in quotationmarks, and citing the source and page number of the quote is considered plagiarism. Re-writing original ideas into your own words without citing the source of the ideas is also considered plagiarism.


Communication PolicyBb announcement and SSCC E-mail are major communication tools in this course. Students are expected to check the course site for weekly announcements and monitor their SSCC E-mail regularly. Emails to the instructor must be sent from the student’s SSCC email address.

Failure to read course announcements, instructor emails, and/or the course assignment schedule does not justify late assignments or failure to comprehend due dates.All assignments are submitted via Bb. Written assignments must be submitted using the Bb course assignment links. The assignment will include information about how to submit youranswers, such as using a survey or test instrument. Other written assignments may be submitted in any of the following formats: Microsoft Word (.doc) preferred; Rich text format (.rtf); Plain text (.txt); Adobe Acrobat PDF (.pdf).

Google docs are difficult to attach in Canvas and do not always open properly. Do not submit anything via google docs. It will not be accepted.

16. OTHER INFORMATION:

Accommodations Due to Disability: Southern State Community College is committed to providing reasonable accommodations for all persons with disabilities. The syllabus is available in alternate formats upon request.

Students with disabilities: If you are seeking classroom accommodations under the Americans with Disabilities Act, you are required to register with the Disability Services Office.

If you have a condition or situation that would make it difficult for you to carry out the work as outlined, please notify the Instructor as soon as possible. Students with disabilities may contact the Disabilities Service Office, Central Campus at 800-628-7722 or 937-393-3431 ext. 2604. For more information, you can also use the following link to check out the webpage for the college and more information. http://www.sscc.edu/services/disability-services.shtml

FERPA: Students need to understand that others may see your work. Others may see your work when being distributed, during group project work, or if it is chosen for demonstration purposes.

Students also need to know that there is a strong possibility that your work may be submitted to other entities for plagiarism checks.

The instructor reserves the right to modify this syllabus as needed to enhance the learning of all students. The modifications can include additional assignments to include unannounced quizzes.

***The Canvas Discussions will be graded using the following rubric.

Southern State Community CollegeCurriculum Committee – November 2018 HSSR 1105 – Survey of Substance Abuse of 22Summary The topic or question was

addressed, answered, or responded to in the appropriate timeframe. The response was fully developed and adds to the discussion. Addressed all parts of the forum topic in a thorough manner

The topic or question was addressed, answered, or responded to in the appropriate time frame. Part of the forum topic was not addressed. For example, there were three parts and only two answered. Resp onse was short but added to the forum.

The topic or question was addressed, answered, or responded to in the appropriate time frame. Part of the forum topic was not addressed. For example, there were three parts and only oneanswered. Response was short but added nothing to the forum.

The topic or question was addressed, answered, or responded to in the appropriate time frame. Response was not fully developed.

The topic or question was NOTaddressed, answered, or responded to in the appropriate time frame.

Reflection Opinions and feelings are expressed in clear, concise manor. Complete sentences are used and thoughts are fully developed. Examples and details are used to support opinions.

Opinion and feelings are expressed in clear, concise manor. Minimal examples are used to support opinions.

Opinion and feelings are expressed clearly.

Opinion and feelings are expressed, but may need a deeper understanding of the book to formulate them clearly.

No opinions are expressed.

Grammar and Mechanics

Citations are accurate and there are no mechanical errors. No quotes are used– original thoughts are presented.

Citation are accurate, there are few mechanical errors.

Quotes are minimum.

Citations are mostly accurate. There are few mechanical errors. Quotes are overused.

Citations are used, but flawed. There are many mechanical errors. Quotes used excessively.Writing is somewhat distracting from the content.

Citations are not used. There are many mechanical errors. Writing is difficult to read and distracting,

Feedback to others

Feedback is given to least two people. The feedback is not just a statement of agreement or disagreement. It is thoughtful and adds to the discussion. It inspires others to comment and continue the discussion beyond the interaction of two people.

Feedback is given to at least oneperson. The feedback adds something to thediscussion. Ex amples are used to add to the discussion and reason for

Feedback is given to only one person. The feedback is only agreeing or disagreeing with the other person and no examples are used to support why they agree or disagree.

Feedback is given to one person but there is no substance to it. It does not add to the discussion at all.

No feedback given to others OR the feedback is negative and argumentative


feedback but not thought provoking.

Total Score 15 12 8 4 0


CHEMICAL DEPENDENCY COUNSELORASSISTANTPHASE I EDUCATION GRID

Please list, in chronological order, your chemical dependency counseling education. To meet the requirements for Chemical Dependency Counselor Assistant certification, applicants must document forty (40) hours of chemical dependency specific education in the content areas listed below. The minimum number of hours in each area is identified. Fifty percent (50%) of this education must have been completed within the two (2) year period immediately prior to filing this application.

Verification of all education hours listed must be included with this application. Acceptable forms of verification include official transcripts, certificates of attendance or letters of verification.

Indicate the number of hours in each content area for which the education/training applies. The content areas are as follows:

1 - Theories of addiction (5 hours) 6 - Pharmacology (0 hours)2 - Counseling procedures & strategies with addicted populations (14 hours) 7 - Prevention strategies (0 hours) 3 - Group process & techniques working with addicted populations (5 hours) 8 - Treatment planning (7 hours)4 - Assessment & diagnosis of addiction (3 hours) 9 - Legal & ethical issues pertaining to 5 - Relationship counseling with addicted populations (0 hours) chemical dependency (6 hours)

Date of training Title of training

Total clock hours

1 2 3 4 5 6 7 8 9

Spring 20?? HSSR 1105 Survey of Substance Use Disorders (3 semester credit hrs)

45 5 14 5 3 1 3 1 7 6

TOTAL HOURS THIS PAGE

One semester hour = 15 clock hours One quarter hour = 10 clock hours

DUPLICATE THIS PAGE AS NEEDED AND INCLUDE WITH THE FORMAL APPLICATION Last Updated 03/17


Definitions of Chemical Dependency Specific Education

Theories of Addiction · Models and theories used to describe addiction, contemporary and historical· Effects of addiction on individuals including the biological, psychological (cognitive and

affective), social and spiritual dimensions of life and functioning; the interaction of the social and cultural contexts with addictive processes

· Differentiation of addiction from other medical and psychological conditions

Counseling Procedures and Strategies with Addicted Populations · Theories of counseling and psychotherapy employed in the treatment of psychoactive substance

abuse and addiction· Techniques utilized in the treatment of psychoactive substance abuse and dependence· Models of treatment utilized in the treatment of psychoactive substance abuse and

addiction, contemporary and historical· Interaction of theories of personality with theories of counseling and psychotherapy; professional

issues including counter-transference, boundary setting and characteristics and dynamics which decrease the effectiveness of therapists

· Relapse prevention· Dual diagnosis

Group Process and Techniques Working with Addicted Populations · Models of group therapy· Dynamics of therapy groups· Components of group process and analysis; dynamics of facilitation· Effects of addictive processes on group therapy· Effects of individual diversity of group process

Assessment and Diagnosis of Addiction · Assessment procedures· Diagnostic interviewing· Use and interpretation of testing instruments for psychoactive substance abuse and dependence· Criteria for determining diagnosis; criteria for determining appropriate modality and level

of treatment· Use of collateral data in the assessment process, including professional and nonprofessional

material· Dual diagnosis

Relationship Counseling with Addicted Populations · Models and techniques of assessing relationship dysfunction· Use and interpretation of instruments used in the assessment of relations


· Theories of counseling and psychotherapy employed in the treatment of dysfunctional relationships

· Techniques and strategies utilized in the treatment of dysfunctional relationships· Effects of addictive processes on relationship systems· Effects of addictive processes on human growth and development

· Differential assessment of dysfunction resulting from codependency and other medical and psychological conditions

Pharmacology · Pharmacology of both drugs of abuse and those used in detoxification and the treatment of

addiction and mental and emotional disorders including the action of pharmaceuticals and the physiological response, the interaction of pharmaceuticals, tolerance, the appropriate use of psychotropics with addicted persons and the effects of drugs on sensation and perception, learning and memory, human growth and development, sexual functioning and behavior

Prevention Strategies · Models of prevention of psychoactive substance use, abuse and dependence, contemporary

and historical· Methods and components utilized in the interpretation of a needs assessment· Function of evaluation instruments; social and cultural influences on the use of psychoactive

substances· Risk factors associated with the use, abuse and dependence on psychoactive substances· Prevention and intervention strategies used with various groups identified by age, gender,

ethnicity, sexual orientation, ability; employee assistance programming, student assistance programming

· Wellness

Treatment Planning · Models of treatment planning; adapting treatment strategies to individual needs

and characteristics including persons with other medical and psychological conditions

· Criteria for admission, continuing care and discharge appropriate to diverse levels of treatment

· Methods of documenting the course of treatment· Relapse prevention

Legal and Ethical Issues Pertaining to Chemical Dependency · Principles supporting and informing the ethical codes pertaining to addictions counselors· Specific knowledge of appropriate ethical codes and laws associated with addictions

counseling· Obligations and procedures which encourage the ethical conduct of counselors

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Last Updated 3/17

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