Hhd.fullerton.edu



HUSR 437 Co-Occurring DisordersCalifornia State University, FullertonDepartment of Human ServicesInstructor: Dr. Adrian Rodriguez Office: EC 452 Phone:657 278-7792 Email:adrodriguez@fullerton.edu Office Hours: M/Th. 11:00am -1:00pmCOURSE DESCRIPTION:This is a 3-unit course which examines concepts, definitions, and features of Dual Diagnosis/Co-occurring Disorders; human services and treatment needs of persons with both a psychiatric disorder and an alcohol or other drug use disorder; and identification, assessment, treatment and case management of these individuals.REQUIRED TEXTS:American Psychiatric Assocation. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th Edition). Washington, DC: Author.Klott, J. (2013).?Integrated treatment for co-occurring disorders: Treating people, not behaviors. Hoboken, NJ: John Wiley and Sons.Mid-America Addiction Technology Transfer Center, & Mu?oz, I. A. (Ed). (2014). BHMeds: Behavioral Health Medications. Kansas City, MO: University of Missouri download the complete pamphlet OR download the mobile app for your phoneRECOMMENDED TEXTS:Center for Substance Abuse Treatment. (1999). Enhancing Motivation for Change in Substance Abuse Treatment. Treatment Improvement Protocol (TIP) Series, No. 35. DHHS Publication No. (SMA) 99-3354. Rockville (MD): Substance Abuse and Mental Health Services Administration --Available from: or order hard copy at store. Center for Substance Abuse Treatment. (2005). Substance Abuse Treatment for Persons with Co-Occurring Disorders. Treatment Improvement Protocol (TIP) Series 42. DHHS Publication No. (SMA) 05-3992. Rockville, MD: Substance Abuse and Mental Health Services Administration. --Available from or order hard copy at store.Phelps, Lori (2015). Intervention, treatment & recovery: a practical guide to the TAP 21 addiction counseling competencies (2nd ed.) Dubuque, IA: Kendall Hunt.Available to order at (Amazon Associate link) and by e-text via phelps CSHSE ACCREDITATION:This course partially fulfills the requirements set forth by the Council for Standards in Human Services Education (CSHSE). As such, this course also helps fulfill the requirements for the Human Services-Board Certified Practitioner credential. The specific standards being met are listed below each of the following objectives, as well as the learning activities that help fulfill those standards and learning objectives.COURSE OBJECTIVES: At the end of the course the student will demonstrate the ability to:Describe how the mental health and addiction treatment fields operate separately and the implications of this separation for persons with both psychiatric and substance use disorders.CSHSE Standard 11.1.a. The historical roots of human services.CSHSE Standard 11.1.b. The creation of the human services profession.CSHSE Standard 13.a. The range and characteristics of human services delivery systems and organizations. CSHSE Standard 13.g. Skills to effect and influence social policy.CSHSE Standard 14.i. Utilizing research and other information for community education and public relations.CSHSE Standard 15.c. Evaluation of the outcomes of the plan and the impact on the client or client group.CSHSE Standard 16.c (6). Use of consultation.CSHSE Standard 18.f. Legal and regulatory issues and risk management.CSHSE Standard 19.c. Confidentiality of information.CSHSE Standard 19.e. Belief that individuals, service systems, and society can change.CSHSE Standard 19.f. Interdisciplinary team approaches to problem solving. CSHSE Standard 19.g. Appropriate professional boundaries.Understand how the DSM-5 is used to develop a differential diagnosis.CSHSE Standard 13.c. The major models used to conceptualize and integrate prevention, maintenance, intervention, rehabilitation, and healthy functioning.CSHSE Standard 14.b. Recording, organizing, and assessing the relevance, adequacy, accuracy, and validity of information provided by others.CSHSE Standard 14.c. Compiling, synthesizing, and categorizing informationCSHSE Standard 14.h. Conducting a basic evaluation.CSHSE Standard 15.a. Analysis and assessment of the needs of clients or client groups.CSHSE Standard 15.b, Development of goals, design, and implementation of a plan of action.CSHSE Standard 15.c. Evaluation of the outcomes of the plan and the impact on the client or client group.CSHSE Standard 16.b, Skills to facilitate appropriate direct services and interventions related to specific client or client group goals.Explain how alcohol/drug use can mimic or mask psychiatric problems and the importance of differential diagnosis.CSHSE Standard 12.a. Theories of human development.CSHSE Standard 15.c. Evaluation of the outcomes of the plan and the impact on the client or client group.CSHSE Standard 17.a. Clarifying expectations.CSHSE Standard 17.b. Dealing effectively with conflict.CSHSE Standard 19.e. Belief that individuals, service systems, and society can change.Conduct an assessment interview with a person who has both psychiatric and substance use disorders.CSHSE Standard 12.e. An understanding of the capacities, limitations, and resiliency of human systems.CSHSE Standard 14.a. Obtaining information through interviewing, active listening, consultation with others, library or other research, and the observation of clients and systems.CSHE Standard 14.c. Compiling, synthesizing, and categorizing information.CSHSE Standard 14.e. Applying maintenance of client confidentiality and appropriately using client data.CSHSE Standard 14.f. Using technology for word processing, sending email, and locating and evaluating information.CSHSE Standard 14.h. Conducting a basic evaluation.CSHSE Standard 15.a. Analysis and assessment of the needs of clients or client groups.CSHSE Standard 15.b. Development of goals, design, and implementation of a plan of action.CSHSE Standard 16.1. (2) Intake Interview.CSHSE Standard 17.b. Dealing effectively with conflict.Define multiple models of addiction (etiology and treatment approaches).CSHSE Standard 12.c. Changing family structures and roles.CSHSE Standard 13.b. The range of populations served and needs addressed by human services professionals.CSHSE Standards 13.c. The major models used to conceptualize and integrate prevention, maintenance, intervention, rehabilitation, and healthy functioning.CSHSE Standard 14.h. Conducting a basic evaluation.CSHSE Standard 15.a. Analysis and assessment of the needs of clients or client groups.CSHSE Standard 15.b. Development of goals, design, and implementation of a plan of action.CSHSE Standard 15.d. Program design.CSHSE Standard 15.e. Program implementation.CSHSE Standard 17.a. Clarifying expectations.CSHSE Standard 17.c. Establishing rapport with clients.Describe the relationships between trauma, substance use disorders, and psychiatric disorders.CSHSE Standard 12.a. Theories of human development.CSHSE Standard 12.e. An understanding of the capacities, limitations, and resiliency of human systems.CSHSE Standard 16.b. Skills to facilitate appropriate direct services and interventions related to specific client or client group goals.CSHSE Standard 17.c. Establishing rapport with clients.Explain the need for cultural competence in the field of co-occurring disorders.CSHSE Standard 12.c. Changing family structures and roles.CSHSE Standard 12.f. Emphasis on context and the role of diversity.CSHSE Standard 13.b. The range of populations served and needs addressed by human services professionals.CSHSE Standard 14.d. Disseminating routine and critical information to clients, colleagues, and other members (1) Provided in written or oral form, (2) Provided in a timely manner.CSHSE Standard 14.h. Conducting a basic evaluation.CSHSE Standard 14.i. Utilizing research and other information for community education and public relations.CSHSE Standard 15.a. Analysis and assessment of the needs of clients or client groups.CSHSE Standard 15.c. Evaluation of the outcomes of the plan and the impact on the client or client group.CSHSE Standard 15.e. Program implementation.CSHSE Standard 16.b. Skills to facilitate appropriate direct services and interventions related to specific client or client group goals.CSHSE Standard 16.i. (5) Location and use of appropriate resources and referrals.CSHSE Standard 17.b. Dealing effectively with conflict.CSHSE Standard 17.c. Establishing rapport with clients.CSHSE Standard 19.a. The least intrusive intervention in the least restrictive environment.CSHSE Standard 19.b. Client self-determination.CSHSE Standard 19.c. Confidentiality of information.CSHSE Standard 19.d. The worth and uniqueness of individuals including culture, ethnicity, race, class, gender, religion, ability, sexual orientation, and other expressions of diversity.CSHSE Standard 19.e. Belief that individuals, service systems, and society can change.CSHSE Standard 19.g. Appropriate professional boundaries.Define and explain the issues related to scope of practice for addiction counselors working with clients with co-occurring disorders.CSHSE Standard 11.1.c. Historical and current legislation affecting service delivery.CSHSE Standard 12.h. Processes to analyze, interpret, and effect policies.CSHSE Standard 13.a. The range and characteristics of human services delivery systems and organizations. CSHSE Standard 13.g. Skills to effect and influence social policy.CSHSE Standard 14.d. Disseminating routine and critical information to clients, colleagues, and other members (1) Provided in written or oral form, (2) Provided in a timely manner.CSHSE Standard 14.e. Applying maintenance of client confidentiality and appropriately using client data.CSHSE Standard 14.h. Conducting a basic evaluation.CSHSE Standard 14.i. Utilizing research and other information for community education and public relations.CSHSE Standard 16.i. (5) Location and use of appropriate resources and referrals.CSHSE Standard 16.c. (6) Use of consultation. CSHSE Standard 17. a. Clarifying expectations.CSHSE Standard 17. b. Dealing effectively with conflict.CSHSE Standard 17. d. Maintaining behaviors that are or are not congruent with the ethics of the profession.CSHSE Standard 19.a. The least intrusive intervention in the least restrictive environment.CSHSE Standard 19.c. Confidentiality of information.CSHSE Standard 19.e. Belief that individuals, service systems, and society can change.CSHSE Standard 19.f. Interdisciplinary team approaches to problem solving.CSHSE Standard 19.g. Appropriate professional boundaries.CSHSE Standard 20.b. Clarification of personal and professional values. IV. COURSE REQUIREMENTS:Students will be evaluated based on their performance and completion of the following:AssignmentsPoints PossibleAttendance/Participation 75 pointsIn-Class Group Activities 25 pointsPaper #1: DRA or NAMI meeting 100 points Paper #2: COD treatment Centers 100 points Case Studies Paper 100 points Midterm 100 points Final Exam 100 pointsTotal 600 pointsGrading Scale:A+99-100%B+88-89%C+78-79%D+68-69%A92-98%B82-87%C72-77%D62-66%A-90-91%B-80-81%C-70-71%D-60-61%For an A grade the student must submit all assignments and exams on time with a score of 90% or higherF<59%V. ASSIGNMENT DETAIL:Participation (75 points): Students are expected to arrive on time to class having completed the required reading assignments. Students are expected to pay attention to class lectures, and participate in class and small group exercises. These activities are structured to help students to apply and practice concepts learned through reading, lecture, video, and other resources. Participation is defined as active and thoughtful verbal and/or written involvement with the ideas presented, i.e., sharing observations and questions, attempting activities whole-heartedly, and supporting the learning environment of the classroom for all students. Respectful and courteous behavior and interactions with peers and faculty are expected.Participation points will be deducted for students caught texting, tweeting, updating Facebook status, etc. Additionally, being late to class is disruptive. I will not award participation points to any student who arrives more than 10 minutes late to class, and/or leaves class early without prior notice/consent. Please notify me through email, in class, or in office hours if you know you will be late to class or need to leave early on a particular day. There are 15 days between 1/21 – 5/12 factored into your attendance/participation grade. Attendance/participation at each class is worth 5 points. The total you can earn for attendance/participation is: 75 points. *If you miss a class, it is your responsibility to turn in assignments that are due that day. Additionally, it is your responsibility to obtain information that you missed in class, including lecture notes, handouts, information on assignments. You can obtain this information by visiting me during office hours as well as by asking other students in class. In-Class Group Activities (25 points): Throughout the course there will be four in-class group activities that involve in-class dialogue and subsequent submission of a small group reaction paper. The dates for each activity/paper are indicated on the syllabus. I will provide specific prompts for you to complete in each class. Through engagement in these assignments, I expect for you to refer to your assigned readings as well as the lecture material, and to use critical thinking skills to dialogue with members in your small group regarding your reactions to the subject matter. You must be in class to complete these assignments and there will be no make-ups. I will drop your lowest score of the four in-class group activities, so the maximum points you may receive is 25 (8.33 points for each assignment; 3 assignments total will be included toward your final grade). That means you can miss at most one in-class group activity.Paper #1 (100 points): includes attendance at a DRA or NAMI meeting and a paper outlining your experience. See page 9 of this syllabus and TITANium for outline and instructions.Paper #2 COD Treatment Centers (100 points): Students will research and review three COD treatment centers in the LA/OC area. See TITANium for paper outline and links to COD treatment search engines.Case Studies (100 points): The final paper involves a set of case studies designed to give the student an opportunity to apply what they have learned in the course to assessing individual care. See TITANium for outline and instructions.Midterm and Final Exams (100 points each): Midterm and Final Exams are objective and subjective exams. VI. CLASSROOM RULES OF CONDUCT: If you leave early or arrive late you may not receive credit for attending class USE OF LAPTOPS/NETBOOKS, PDA’S, ETC. DURING CLASS IS DISCOURAGED UNLESS PROMPTED BY PROFESSOR FOR USE WITH COURSE ACTIVITIES. Turn off (or place on vibrate) cell phones and pagers during class.Food and beverages are not permitted in the classroom. During exams, the use of cell phones, pagers, PDAs, or any other electronic devices is strictly prohibited. Basic Rules for Classroom Dialogue and DiscussionsBE polite SHARE to the level that you are comfortableRESPECT others privacySPEAK from and about your own, firsthand experienceCHALLENGE yourself to step outside of your comfort zoneMONITER your evolving standpoints on diversityNO obscene language NO religious or sexual solicitation NO personal attacks on classmates VII. MAKEUP EXAMS, LATE SUBMISSION OF WORK: In case of an emergency, one make-up exam will be allowed with one letter grade removed from the student’s total score on the makeup. You may submit papers and assignments through TITANium. PLEASE, DO NOT EMAIL PAPERS TO ME. If you cannot submit an assignment on the date due you may put it in the TITANIUM ASSIGNMENT AREA FOR THE PARTICULAR ASSIGNMENT or you may turn it in to EC 405 in the main Human Services Office. Please notify me through email or in person if you have done this. LATE PAPERS LOSE ONE LETTER GRADE. VIII. GENERAL: Keep copies of all papers, discussions, articles, etc. so that any discrepancies can be easily and fairly straightened out. TITANium has been known to lose assignments due to server crashes, etc. Except in cases of actual error, final grades are permanent. If you need to drop this course, refer to the class schedule for the deadlines and requirements for dropping or withdrawing from courses. HUSR 437 SPRING 2017 ASSIGNMENT CALENDARThe following is a tentative schedule of topics and assignments. The instructor reserves the right to make changes and will advise the students of any such changes. Week TopicAssignment/Reading 1 1/25Introduction and WelcomeReview Syllabus/Overview of coursework/textsVideo Clip: Co-occurring Disorders: Introductory Video (SAMHSA, 2012)Klott, Ch. 1: An Examination of the Guiding Principles for Treating Co-Occurring DisordersOrder Texts, download BH Meds with phone appOrder/download TIP 42 onlineLog into and peruse course website (TITANIUM)Readings: Klott text, Chapter 1and PowerPoint slides (Titanium) 2 2/1 Overview: Substance Abuse Treatment and Prevention trackKlott, Ch. 2: Definition for Co-Occurring Disorders: All Behaviors Are Purposeful CAADE, Counselor Regulations, Scope of Practice, Ethical Obligations (CFR 42, Part II)Readings:Klott text, Chapter 1, Chapter 2 and PowerPoint slides (Titanium); DSM-5 BasicsGuest speaker: Dr. Lori Phelps (tentative) 3 2/8 DSM-5 Overview: History, comparison with DSM-IV-TR, ClassificationsDifferential DiagnosisEpisode – Killer in the Family: The Firestarter Readings:DSM-5 Table of Contents; PowerPoint slides (Titanium) on DSM-5 History, Differential DiagnosisIn-class Activity 1 today 4 2/15 Substance-Related Disorders and Other AddictionsWorking with Substance Abuse/DependenceReadings:Substance-Related Disorders in DSM-5; PowerPoint slides on Substance-Related Disorders 5 2/22 Anxiety DisordersObsessive Compulsive DisordersFilm: OC87 (2010) Review Paper 1 specificsReadings:DSM-5 related sections; PowerPoint slides on Anxiety Disorders and OCDsReview: Paper on DRA or NAMI meeting 6 3/1 Depressive DisordersBipolar disorders Attention Deficit/Hyperactivity Disorder (ADHD)Film (TBD)Readings:DSM-5 related sections; PowerPoint slides on Depressive Disorders, Bipolar Disorders, and ADHDIn-class Activity 2 todayReminder: Paper #1 due next week (3/8) 7 3/8 Post-Traumatic Stress Disorder (PTSD)Schizophrenia Spectrum and Other Psychotic DisordersReadings:DSM-5 related Sections; PowerPoint slides on PTSD and Schizophrenia & other Psychotic DisordersGuest Speaker: Claudia Lopez, MS (tentative)Paper #1 (DRA or NAMI meeting) due today 8 3/15 Feeding and Eating DisordersReview for Midterm ExamReadings:DSM-5 related sections; PowerPoint slides on Eating DisordersMidterm Exam next week (3/22). Covers the following: DSM-5 and PowerPoint slides on mental health and substance abuse disorders up through Eating Disorders; PowerPoint slides on Working with Substance Abuse, Differential Diagnosis and DSM-V overview; in-class lectures/films;Klott, Chapters 1-2 9 3/22Midterm ExamDissociative DisordersWhat are COD Treatment Centers? Where to find them.Midterm Exam todayReadings:DSM-5 related sections; PowerPoint slides on Dissociative Disorders 10 3/29Spring Recess – No ClassReminder: Paper #2 COD Treatment Centers due next week (4/5) 11 4/5Somatic Disorders, Factitious Disorders, MalingeringEpisode – Killer in the Family: The Baby KillerReadings:DSM-5 and PowerPoint slides on related sectionsPaper #2 due today (COD Treatment Centers review 12 4/12Gender Dysphoria, Paraphilic Disorders, Sexual DysfunctionsFilm Clips (TBD)Readings:DSM-5 and PowerPoint slides on related sections 13 4/19Personality DisordersFilm: TBDReadings:DSM-5 and PowerPoint slides on related sectionsIn-class Activity 3 today 14 4/26Klott, Ch. 3: The Core Task of TherapyKlott, Ch. 4: The Therapy AllianceIntro to Case Studies PaperReadings:Klott Ch. 3, 4, and related PowerPoint slides Review: Case Studies 15 5/3Klott, Ch. 5: Case ConceptualizationKlott, Ch. 6: Suicide Risk AssessmentCase Studies Paper: continued discussionReadings:Klott Ch. 5, 6, and related PowerPoint slides Review: Case Studies, cont.Reminder: Case Studies Paper due Next Week (5/10) 16 5/10Common Medications for DisordersKlott, Ch. 7: Putting It All Together—Integrated TreatmentWrap-up: Review for FinalReadings:BH Meds booklet/app; Klott, Ch. 7 and related PowerPoint slides In-class Activity 4 todayCase Studies Paper due todayReview for Final Exam. Covers: Dissociative Disorders through Personality Disorders; Klott Ch. 3, 4, 5, 6, 7, in-class lectures/films. 17 5/17FINAL EXAM, Wednesday, May 17th,5:00pm to 6:50pmFinal ExamXI. ACADEMIC DISHONESTY CSUF Policy on Academic Dishonesty: Academic dishonesty will not be tolerated. The University Catalog and the Class Schedule provide a detailed description of Academic Dishonesty under `University Regulations.’ The following is a short summary. Academic dishonesty includes but is not limited to cheating on examinations or assignments, unauthorized collaboration, plagiarism, falsification/fabrication of university documents, any act designed to give unfair academic advantage to the student (such as, but not limited to, submission of essentially the same written assignment for two courses without the prior permission of the instructor), assisting or allowing any of these acts, or the attempt to commit such acts. Cheating is defined as the act of obtaining or attempting to obtain credit for work by the use of any dishonest, deceptive, fraudulent, or unauthorized means. Examples of cheating include, but are not limited to, the following: using notes or aides (including electronic devices) or the help of other students on tests and examinations in ways other than those expressly permitted by the instructor, or any acts which defeat the intent of an examination, plagiarism as defined below, and collaborating with others on any assignment where such collaboration is expressly forbidden by an instructor. Violation of this prohibition of collaboration shall be deemed an offense for the person or persons collaborating on the work, in addition to the person submitting the work. Documentary falsification includes forgery, altering of campus documents or records, tampering with grading procedures (including submitting altered work for re-grading), fabricating lab assignments, or altering or falsifying medical excuses or letters of recommendation. Plagiarism is defined as the act of taking the work (words, ideas, concepts, data, graphs, artistic creation) of another whether that work is paraphrased or copied in verbatim or near verbatim form and offering it as one’s own without giving credit to that source. When sources are used in a paper, acknowledgment of the original author or source must be made through appropriate citation/attribution and, if directly quoted, quotation marks or indentations must be used. Improper acknowledgment of sources in essays, papers, or presentations in prohibited. For the full details of CSUF policy for sudents see: YOU MUST BE ABLE TO WRITE READABLE AND UNDERSTANDABLE PAPERS IN THIS COURSE. IF YOU HAVE ANY NEED FOR TUTORING OR EDITING HERE ARE SOME EXCELLENT RESOURCES:University Learning CenterContact Information:Location: POLLAK LIBRARY NORTH, 2ND FLOOR Phone: 657.278.2738 FAX: 657.278.5052Email questions to: ulc@fullerton.eduThe Writing Center is located on the first floor of Pollak Library. (657) 278-3650XII. CSUF SUPPORTIVE SERVICES FOR STUDENTS WITH DISABILITIES: The University requires students with disabilities to register within the first week of classes with the Office of Disabled Student Services (DSS), located in UH-101 and at (657) 278 – 3112 in order to receive prescribed accommodations and support services appropriate to their disability. Students requesting accommodations should inform the instructor during the first week of classes about any disability or special needs that may require specific arrangements/accommodations related to attending class sessions, completing course assignments, writing papers or quizzes, tests or examinations.5979160118745More valuable information about the services provided by DSS to students, and the consultation and assistance available to faculty in making accommodations, may be found at: #1Due Dual Recovery Anonymous: ()National Alliance on Mental Illness (NAMI: Double Trudgers NAMI: NAMI Orange County: Organize your paper using headings and subheadings for the following information1. Attend a DRA or NAMI meeting or eventDescribe the program and its philosophy (from their website)Brief history of the programThe requirements for membershipDoes the program use 12 steps? If so list all 12Are there meetings? Open? Closed? Where are they?If you attend a live meeting (be sure it is OPEN), describe your experience. Where was it, day, date, time; name of meeting, address, format, who was there, what was discussed, what was your overall impression of the meeting; would you refer a client to the meeting.492442569850027622501016000-3048005969000 3746580010SIMPLE STEPS TO BECOMING A Certified Addictions Treatment Counselor (CATC)(pronounced CAT-see)Attend a Caade accredited Addiction Studies Program (pronounced Kay-Dee)Register with Caade /Accbc during practicum/fieldwork placement. You must register within 6 months of beginning work in any state-licensed addiction treatment agency.Per state regulations, a minimum of 160 hours of fieldwork/practicum must be completed in a state-licensed addiction treatment facility; CAADE requires a total of 250 total fieldwork/practicum hours. Supervisor must be a certified addiction counselor or a licensed MFT, LCSW, LPCC, Psychologist or MD. You have five years from the date of registration to become fully certified (you may apply for a two-year extension from CAADE)Complete Caade College Addiction Studies Program and obtain a copy of the college’s certificate of completion (contact Dr. Phelps or Professor Hall to obtain certificate from HUSR Department)Apply to take the Caade / Accbc exam upon graduation from Caade College Addiction Studies ProgramTake and pass the CATC exam to become CATC-i (CATC intern)Complete total of 2240 hours of supervised internship (to include all hours of internship and/or work experience dating back to the first date of college entrance)Log all hours on Caade Summary of Hours form (available at ) Once 2240 total hours are complete, apply for the CATC credential GO TO WWW. FOR MORE DETAILS and FAQs ................
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