Southern State Community CollegeCurriculum Committee – November 2018HSSR 1110 – Introduction to Social Services and Ethical ProceduresPage 1 of 19

1. COURSE TITLE: Introduction to Social Services and Ethical Procedures

2. COURSE NUMBER: 1110 CATALOG PREFIX: HSSR

3. PREREQUISITES: None Corequisites: None

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

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

6. Faculty Contact InformationInstructor: YOUR NAME HEREPhone: 937-393-3431 Ext. ????Email: yourname@sscc.eduOffice Hours: by appointment

7. COURSE DESCRIPTION:

This course introduces students to the fields of human services, counseling, case management, and other mental health-related fields. The foundation of the human services system and social work is presented. It explores the etiology of social problems among the general population, minorities, and out-groups; the history and development of mental health services; legal and ethical issues; and various settings in which services are provided. This course provides a framework of human services practice meant to prepare students for their actual experience in a human services agency. Ethical and legal issues related to interventions with individuals, groups, organizations, and communities in generalist practice and chemical dependency are emphasized. Seminar format provides for and integration of experiences with academic courses. Creative problem solving and human services values are featured. Exposure to differing theoretical perspectives will be explored. Goals of the human services system and the role of the social work assistant will be included.

8. LEARNING OBJECTIVES:

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

1. Understand the historical issues that have shaped societal responses to social problems in the U.S.

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2. Understand the role of State governing boards in credentialing, certification, and/or licensure of helping professionals.

3. Explain and understand the concept of “legal scope of practice” for helping professionals as determined by State law.

4. Describe different levels of professional certification and/or licensure, their differing educational requirements, and legal scope of practice issues.

5. Discuss the historical evolution of the helping professions in the U.S.

6. Have a general understanding of common entry-level therapeutic skills such as interviewing, active listening, information gathering, relationship building, case management, and group dynamics.

7. Access adequate knowledge related to human services processes as it applies to special populations including the aged; racial, ethnic, and sexual minorities; the physically challenged; children; the homeless; the mentally ill; victims of violence; and others.

8. Examine and understand the difference between personal beliefs/values and professional responsibilities and ethics.

9. Understand the basic concepts of human services practice to include micro, mezzo, and macro skills while applying creativity to the human services intervention process

10. Appreciate the fundamental human services work values and ethics and be able to apply these concepts to the development of a vocational style.

11. Understand legal and ethical issues pertaining to therapeutic relationships with clients in the generalist and chemical dependency settings.

12. Understand the problem-solving process from preparation, to design, to verification using both intuitive and rational frameworks.

13. Apply ten basic therapeutic characteristics to professional helping relationships. This will be demonstrated by individual and group exercises and role-playing.

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

CDCA: Chemical Dependency Counselor Assistant Phase I (45 hours required) or Phase II (30 hours required)

This course provides 21 hours of chemical dependency specific education in the following areas:

1 - Theories of addiction (0 hours)2 - Counseling procedures & strategies with addicted populations (1 hours)3 - Group process & techniques working with addicted populations (1 hours)4 - Assessment & diagnosis of addiction (2 hours)

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5 - Relationship counseling with addicted populations (0 hours)6 - Pharmacology (0 hours)7 - Prevention strategies (2 hours)8 - Treatment planning (6 hours)9 - Legal & ethical issues pertaining to chemical dependency (9 hours)

9. ADOPTED TEXT(S)*:

Empowerment Series: Understanding Generalist Practice , 8th Edition Understanding Generalist Practice By: Karen Kirst-Ashman and Grafton Hull. 8th Edition, 2016, CengageISBN: 978-1-305-96686-4

Introduction to Human Services: Through the Eyes of Practice Settings Michelle Martin4th Edition, 2018, PearsonISBN-13: 9780134461069 (Paperback)

9a: SUPPLEMENTAL TEXTS APPROVED BY FULL TIME DEPARTMENTAL FACULTY: NONE

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 SupportFor help with your password, email, MyELearn, or any other technology issues, questions, or requests, contact Tech Support.Tech Support Hours:Monday-Thursday – 8am to 4pm

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Friday – 8am to 12pmPhone: 800-628-7722 x2800Option 1: Password AssistanceOption 2: Student Assistance with MyELearnOption 3: Instructor Assistance with MyELearnOption 4: All other Technical IssuesEmail: techsupport@sscc.edu

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 DevicesThe Canvas Student app is the mobile version of MyELearn (Canvas) that helps students stay current with their courses anywhere. Download the Canvas Student app on 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:

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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)

A. Exams

will be multiple choice and true/false format. Exams must be made-up the next day you are present for class. You cannot take the exam during class time. You must make arrangements to take it when it does not interfere with attendance.

Assessment Tool Points TotalsFour Exams 100 each 400Comprehensive Exam 100 100Unannounced Quizzes (6)

100 each 600

Discussion Boards - 15 15 each 225Paper 100 100Values Clarification Exercise

100 100

Attendance 100 available for perfect attendance

100

Total Possible = 1625

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B. Comprehensive exam will cover content from the entire class.

C. Unannounced Quizzes – there are no make-ups for quizzes.

D. Discussion Boards – Answer 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 two additional students on the discussion thread. A rubric for grading the discussion will be provided.

E. Completion of the Life Values Inventory and written reflection paper in response to the results. Use the link provided to create a free account to complete the inventory. Compare this to what you believed to be your personal values prior to taking the inventory. In your written reflection paper, compare the results with what you know to be true about yourself. Note any surprises in the results. Analyze how your values will impact your role as a generalist practioner, social work assistant, or chemical dependency counselor assistant. The reflection paper should be no less than tree full pages, 12pt font, Times New Roman, double-spaced. http://www.lifevaluesinventory.org/

F. There will be one class paper. This will be a well-organized paper using documentation to explain how a human service worker should proceed when his/her beliefs and values differ from the client’s beliefs. Apply the generalist practice ethical decision-making model as a means for defending your position. Utilize the codes of ethics as an additional resource to support your evaluation of the ethical dilemma.

The paper should be 6-10 pages, APA format. Page numbers do not include the cover sheet, abstract, or reference sheet. Use at least 4 external resources, i.e. journal articles no less than five years old for additional resources beyond the textbook. Do not use only websites. If you do, your grade will automatically be lowered by 10 points.

Helpful websiteshttp://library.sscc.edu/http://sscc.libguides.com/friendly.php?s=citations/apahttp://www.apastyle.org/learn/faqs/index.aspxhttp://www.acestudy.org/http://codes.ohio.gov/orc/2151.421

G. Class attendance is part of your grade. Perfect attendance = 100 points; 1 absence = 80; 2 absences = 60 points; 3 absences = 40 points; 4 absences; 5 absences = 10 points. Students who miss more than 6 classes may be asked to withdraw from the class by the instructor. If you do not withdraw from the course, you will receive an “F”.

13. COURSE 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

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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.

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:

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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:

Week of…. Reading due Assessment/Assignment

Student Learning Outcome

CDCA Phase I and Phase II

Specific Education

AreasONE Review Syllabus

and new LMSDefinition of human services and the helping professionsBackgrounds and job titlesRole of state governing boards“Legal scope of practice” issuesSocial work assistants, case managers, professional counselors, and

Discussion OneDiscussion Two

1, 2, 3, 4, 5, 6, 7, 11/

9

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chemical dependency counselorsAgency affiliations and orientationsThe role of human services professionalsEthical decision-makingCode of ethics of the National Association of Social WorkersClient confidentiality versus public protectionInformed consentLaws, policies, and regulationsPersonal and professional valuesGuidelines for ethical decision-making

TWO Generalist intervention modelFoundation of social work knowledge, skills, and practiceProblem-solving methodPractical skillsRelated ethical and legal issues

Discussion Three

Values Clarification Exercise

1, 2, 5, 6, 7, 10, , 11, 12, 13

2, 3, 4, 7, 8, 9

THREE Working with individualsWorker/client relationshipVerbal and nonverbal behaviorWarmth, empathy, and genuinenessThe interview processRelated ethical and legal issues

Exam One

Discussion Four

3, 4, 5, 6, 7, 9, 11, 13

2, 3, 4, 7, 8, 9

HSSR 1110 – Introduction to Social Services and Ethical ProceduresPage 10 of 19FOUR Review of

Substance Use Disordered Clients and treatment optionsWorking with groupsTypes of groupsWorker roles in groupsGroup dynamicsSkills in the group settingRelated ethical and legal issues

Discussion Five 3, 4, 5, 6, 7, 11, 13

2, 3, 4, 7, 8, 9

FIVE Working with organizations and communitiesOrganizational context of human services practiceTheoretical base for organizational and community changeMicro skills for organizational and community changeMezzo skills for organizational and community changeMacro skills for organizational and community changeWorker roles in organizational and group changeRelated ethical and legal issues

Discussion Six 3, 4, 5, 6, 7,9 2, 3, 4

SIX Assessment in generalist practiceGoals of assessmentAssessing individualsAssessing familiesAssessing groupsAssessment of community needsRelated ethical and legal issues

Exam Two

Discussion Seven

3, 4, 5, 6, 7, 8, 9, 10, 11, 13

2, 3, 4

HSSR 1110 – Introduction to Social Services and Ethical ProceduresPage 11 of 19SEVEN Planning in the

helping professionsThe planning processPlanning in mezzo practicePlanning in macro practiceRelated ethical and legal issues

Discussion Eight 1, 2, 4, 5, 7, 9, 11, 13

2, 3, 4, 9

EIGHT Intervention applicationsRisk management in protective services: a decision-making approachCrisis intervention in micro practiceAlcohol and drug abuseRelated ethical and legal issues

Discussion Nine 1, 2, 3, 5, 7, 9, 11, 13

4, 9

NINE Evaluation, termination, and follow-upEvaluating social work practiceEvaluation designs for direct practiceEvaluation designs for programsIssues and problems in evaluationTermination and follow-upRelated ethical and legal issues

Discussion Ten 3, 4, 5, 6, 7, 9, 11, 13

4, 9

TEN Understanding familiesFamily assessment skillsFamily conflicts, problems, and resolutionsRelated ethical and legal issuesWorking with families

Exam Three

Eleven

1, 2, 3, 5, 7, 9, 11, 13

4, 9

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Human services practice with familiesPlanning for family interventionTechniques of family interventionFamily preservationDiversity and familiesPromoting social and economic justice. Related ethical and legal issues

ELEVEN Ethnic and racial sensitivityDiversity in the United StatesBarriers to effective multicultural social workPractice knowledge and skillsEffective cross-cultural interventionsRelated ethical and legal issues

Discussion Twelve

Paper Due

3, 4, 5, 6, 7

1-13

4, 9

TWELVE Gender SensitivityFeminist perspective on generalist practiceMicro practice with womenCommon circumstances facing womenSurvivors of sexual assaultBattered womenFeminization of povertyRelated ethical and legal issues

Discussion Thirteen 3, 4, 5, 6, 7, 9, 11, 13

4, 7, 8, 9

THIRTEEN Brokering and case managementEffective brokeringCase management

Discussion Fourteen 3, 4, 5, 6, 7, 9, 11, 13

4, 9

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Related ethical and legal issues

FOURTEEN Record keeping and documentationImportance of writing in social work practiceWhat’s in the recordCommon recording formatsWriting skills and recordingPrivacyRelated legal and ethical issues

Exam Four

Discussion Fifteen

3, 4, 5, 6, 7, 9, 11, 13

2, 3, 4, 8, 9

FIFTEEN AdvocacyGoals of advocacyTargets of advocacyHistory of advocacyAssumptions about advocacyKnowledge required of advocatesAssessment and planning in advocacy situationsInterventions: advocacy strategiesLegislative advocacyRelated ethical and legal issues

2, 3, 4, 5, 6, 7, 9, 11, 12

4, 7, 9

December 4 Comprehensive Final

Test over all material 1-13

15. SPECIFIC MANAGEMENT REQUIREMENTS:

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 MyELearn/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.

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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 anexamination, test or quiz.

2. Copying from another student’s work or permitting one’s work to be copied duringan 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 orposing 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 anexamination, 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 creation done 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. In addition, you cannot turn in previous assignments for other courses to meet the requirements for

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this course. If you do, you will receive a zero (0) on the assignment and risk the possibility of failing the course automatically.

Communication PolicyMyELearn/Canvas is the major communication tool in this course. Students are expected to check the course site for announcements and monitor their email in MyELearn/Canvas regularly. Emails to the instructor must be sent from the email system in MyElearn/Canvas. This is the most efficient means to contact the instructor for this course. Canvas has an application for iPhone and Android systems which enables communication to be more efficient for students and instructors.

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 MyELearn/Canvas. Written assignments must be submitted using the MyELearn/Canvas course assignment links. The assignment will include information about how to submit your papers or answers, 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).

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 checksThe instructor reserves the right to modify this syllabus at any time during the semester to enhance the learning process.

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CHEMICAL DEPENDENCY COUNSELORASSISTANT PHASE 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:

Date oftraining

Title of trainingTotal clock hours

1 2 3 4 5 6 7 8 9

Indicate Semester

HSSR 1110 Intro to Social Services and Ethical Procedures – 3 semester hrs

21 0 1 1 2 0 0 2 6 9

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

CHEMICAL DEPENDENCY COUNSELORASSISTANT PHASE II 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 thirty (30) hours of chemical dependency specific education in the content areas listed below. The minimum number of hours in each area is identified. These hours must be completed during your preliminary certification period.

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)

HSSR 1110 – Introduction to Social Services and Ethical ProceduresPage 17 of 19

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:

Date oftraining

Title of trainingTotal clock hours

1 2 3 4 5 6 7 8 9

Indicate Semester

HSSR 1110 Intro to Social Services and Ethical Procedures – 3 semester hrs

21 0 1 1 2 0 0 2 6 9

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

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

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

HSSR 1110 – Introduction to Social Services and Ethical ProceduresPage 18 of 19· 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

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· 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