MASTER OF SCIENCE IN
SUBSTANCE ABUSE
COUNSELING AND EDUCATION
STUDY GUIDE
Counseling Theory and Practice
Dr. Denise Crammer
Copyright 2000 by Nova Southeastern University
All Rights Reserved
Design: Office of Publications
Nova Southeastern University
Nova
Southeastern University
Fischler
Center for the Advancement of Education
Master’s
of Science in Substance Abuse Counseling and Education
About
the Author
Academic
Expectations
Introduction
to the Courses
Readings
for the Courses
Telephone
Conferences
Written
Assignments
Assignment Grading Form
Paper Comment Form
Counseling Theory
Course
Description
Course
Overview
Course
Goal
Course
Objectives
Weeks
One and Two
Readings
Weeks
Three and Four
Readings
Weeks
Five and Six
Readings
Assignments
Required
Readings for Counseling Theory
MASTER
OF SCIENCE DEGREE PROGRAM
WITH A SPECIALIZATION IN SUBSTANCE ABUSE COUNSELING
AND EDUCATION
NOVA SOUTHEASTERN UNIVERSITY
Founded in 1964, Nova Southeastern university in an independent, nonsectarian,
nonprofit, and racially nondiscriminatory institution. Unusual among institutions
of higher education, nova southeastern is a university for all ages. Numerous
undergraduate and graduate programs are offered. There are numerous graduate
programs in a variety of fields providing masters, doctoral and postdoctoral
education. Non-degree, continuing education programs are also offered. The University
school, a demonstration school serves children from preschool through high school.
The Family Center offers a broad array of programs to support the needs of the
family.
Since it’s beginning, Nova Southeastern University has been distinguished by its innovative outlook, its unique programs, which provide nontraditional choices in educational programs, and its important research that is aimed at solutions to problems of concern to mankind.
ACCREDITATION
The commission on Colleges of the Southern Association of Colleges and Schools to award bachelor’s, master’s and doctoral degrees accredits nova Southeastern University. Nova Southeastern University admits students of any race, color and national or ethnic origin.
FISCHLER SCHOOL OF EDUCATION AND HUMAN SERVICES
The Fischler School of Education and Human Services is dedicated to
the training and continuing support of teachers, administrators, trainers, and
other workers in education and other related human service fields. These practitioners
serve as the bridge between the knowledge base in education and the human services
industries along with the quality of education and services provided to their
students and clients/patients. The Center hopes to fulfill its commitment to
the advancement of education by serving as a resource for practitioners and
by supporting them in their self-development.
In accomplishing it’s mission, the Center offers educational programs designed to meet the needs of the practitioner and makes a special commitment to provide educational programs in those3 areas in which there are few resources for the training and for the professional support of practitioners in education and human services.
Because of it’s commitment to the working professional, the Center offers
alternative delivery systems that are adaptable to practitioners work schedules
and locations. Center programs reflect and anticipate the needs of the practitioners
to become more effective in their current positions, to fulfill emerging roles
in the education field, and to be ready to accept changing responsibilities
whiten their own organizations. The Center also aids professional educators
in achieving personal goals, including certification requirements.
MASTER OF
SCIENCE DEGREE IN
SUBSTANCE ABUSE COUNSELING AND EDUCATION
The Master of Science degree program with a specialization in Substance Abuse Counseling and Education is a field-based master’s program in Substance Abuse Counseling and Education, designed for the working professional who is interested and/or active in the field of substance abuse counseling and education.
This specialization was developed in recognition of two generalizations about the field of addictions. The first is that skill and leadership abilities of substance abuse specialists are a central ingredient in creating and maintaining quality programs. The second is that these administrators and practitioners have few options when they choose to seek advanced training and education. They must either take an advanced degree in a related field or settle for in-service, non-degree programs.
In the field of substance abuse counseling, administrators and practitioners require a specialized curriculum, emphasizing leadership, management, public policy, developmental issues and human dynamics. They also require an academic program that compliments their ongoing work responsibilities. Nova Southeastern University has recognized an opportunity to make an important contribution to the field of substance abuse counseling by providing a unique program in a distinctive format.
Students in the master’s program enter at specific times (January, June, or September) and form a "cohort". They follow the same schedule throughout the program. Students in the master’s program meet at the required summer instruction on campus during the first year of the program. Members of the cohort may be widely distributed geographically, but will have opportunities to interact and share assignments through the summer instruction on campus.
Course work for the program is grouped into modules. Modules are units of related course work under the supervision of the same faculty member. Each cohort will have it’s own guided study schedule for the completion of the program. Each six-credit module is three months long; each nine-credit module is four months long.
Course work, filed experiences and summer instruction can be completed in 20 to 26 months, dependent upon the track of study the student chooses. Track I is a 48-credit track that can be completed in 20 months. Track II is a 60-credit track, which can be completed in 24 to 26 months. It is recommended that the student contact their state licensing and/or certification agency along wit their local and national professional agencies to assist in deciding which track will best fit the students needs.
Students, enrolled in the Masters of Science degree program, are required to complete one to three field experiences based on the track they have enrolled in. Track 1 requires the completion of one Field Experience and Track II requires the completion of three field experiences. Field Experiences offer students opportunities to apply their newly obtained knowledge and skills to the practical work place. Each field experiences includes a seminar and approximately 160 hours of supervised directs practice with individuals, groups and families. It is the student’s responsibility to locate an agency they would like to do their field experience at. The agency must be approved the NSU’s Program Director. All students involved in a field experience must carry malpractice insurance and supply NSU and their field experience agency a copy of the insurance certificate.
In order to fulfill the program’s requirements for the degree, all students must attend one summer instruction on campus during the first year of the program. This is an intensive learning experience in which the students meet and study with other members or their cohort, other students in the program, NSU faculty, and other experts in the field of substance abuse counseling and education. These valuable experiences also offer opportunities for mentoring or apprentice relationships between faculty and students, as well as times for faculty evaluation of students.
During summer instruction on campus, students are provided the opportunity for exposure and orientation to a wide range of NSU support facilities and activities. Included among these are the research library, computer training, peer interaction, and other occasions for intellectual growth and development associated with campus life.
In the spring, students receive detailed information regarding summer study arrangements. While travel and lodging costs is the responsibility of students, information regarding arrangements may be available through the campus office. If the first-year student is unable to attend the required first-year summer institute, adjustments will be made to their schedule for the next year’s summer studies program. Summer instruction is two weeks in length.
Denise Crammer, Psy.D. graduated from Nova Southeastern University with her Bachelor's Degree. She currently has a Masters Degree in Psychology from the Miami Institute of Psychology, and a Doctorate Degree in Clinical Psychology from the Miami Institute of Psychology.
She currently has a private practice in Downtown Fort Lauderdale. She has worked
as an associate with the practice for the past six years. Dr. Denise Crammer
is also an adjunct professor with the Bachelors program at Nova Southeastern
University, as well as Broward Community College and St. Thomas University.
Prior to working with the private practice that she is currently involved in,
she had worked as an associate with another private practice in Pompano Beach,
Florida. Her practice consists of individual, marriage, family, and addiction
therapy, gay and lesbian issues, as well as testing and forensic evaluations.
ACADEMIC EXPECTATION
Degree Completion Requirements
To graduate with a Master of Science degree with a specialization in Substance Abuse Counseling and Education, a student must successfully complete 48 to 60 graduate level credits, dependent upon the track the student has elected. Students are required to attend and actively participate in every session of one summer instruction on campus during their first year in the program. Students must assume the expenses for travel, lodging and meals.
Six months prior to the ending of the cohort, the student will receive a degree application for graduation. Upon receipt of the form, it must be completed by the student and returned to the registrar’s office to be processed. When all financial obligations have been met and all course and program requirements have been complete, the degree is conferred. The University diploma will be mailed approximately three months after the date on which the degree was officially conferred by the board of trustees.
The University holds its annual commencement exercises in Ft. Lauderdale, FL. The main office for the program should be contacted for the location, date and time of the ceremonies.
Time Limit for Completion of Program
All students are required to complete their requirements for the Master of Science Degree with a specialization in Substance Abuse Counseling and Education within the established time frame based upon their cohort and track they have been admitted into. The only exception would be if they have been granted a one-time extension a one-time withdrawal from the program.
Incomplete Course Work
Each student is expected to complete all assignments and course work According to the due dates and schedules established by the course instructor.
If the student is faced with a work-related or personal problem that precludes timely completion of course requirements, a request for an incomplete may be submitted to the program office. Please note: The "I" incomplete approval will be contingent on the fact that the student has demonstrated that he/she has completed a significant portion of the course work. If the student has neither produced nor submitted any work to the instructor prior to the incomplete deadline, then the student is not eligible to receive approval for the incomplete. Upon approval, this incomplete will provide the student with additional time to complete outstanding course work. The procedure for the incomplete request is as follows:
Please note that it is the student’s responsibility to request the incomplete and mail the "Incomplete Request Form".
Extension Policy
Students are required to complete all course and program requirements on or before the cohort ending date in order to graduate within the 20 to 26-month program time limit. However, a student faced with a major personal or job related problem that prevents him/her from completing all requirements by the cohort ending date has the option of requesting a nine-month program extension.
The procedures for the program extension include:
Note: This is a one-time nine-month extension
Temporary Withdrawal
Students who are faced with a temporary personal or professional crisis and find that they cannot keep up with their cohort may withdraw from the program. Notification of withdrawal must be received in writing by the Program Director. Students who officially withdraw may petition the Program Director if they wish to re-enter the program, picking up their course of study at the point following the last module for which they received a grade. Students may re-enter the program only once and will be expected to follow all rules and regulations that are in effect at the time ofreadmission.
Attendance/Student-Instructor Participant Policy
The master’s program utilizes the distance education field-based guided study approach to provide educational opportunities to nontraditional adult students. In the delivery of this unique educational program, the traditional class attendance requirements and recording process are not applicable. However, establishing and maintaining standards of availability and participation are vital to the academic quality and integrity of the program. The following attendance/student participation policy has been established.
Academic Advisement
Ensuring that out distance education field-based guided study students have access to the faculty for academic advisement is vital to the quality of education they receive and the integrity of the program. Fill-time and Part-time faculty is available and provides academic advisement on request thorough the utilization of the telephone, electronic mail, and the summer instruction on campus sessions. Full-time campus-based faculty is available between 8:30 a.m. and 5:00 p.m. EST to ensure the continuity of access.
Grading
Students are expected to produce quality, graduate-level work; a grade point average of 3.0 (B) must be maintained. Incomplete grades must be made up within the indicated time period after the ending date of the module. Failure to do so within the time limit will result in a change of grade from I to F.
The Evaluation System includes:
Numerical Letter Grade Point Performance
Points Grade Equivalent Level
90-100 A 4.0 Excellent
80-89 B 3.0 Good
70-79 C 2.0 Below Graduate Level
60-69 D 1.0 Poor
0-59 F 0.0 Failure
I Incomplete
P Pass
Student Progress Report
Students receive progress evaluations and reports at the end of each module courses. The program office maintains a current record of the student’s ongoing progress in the program.
Probation Policy
All students must successfully complete their first three courses with a minimum of a 3.0 (B) grade point average. A student with less than a 3.0 will be put on probation for the semester of courses taken. If the student’s grade point average is less than a 3.0 at the completion of the of that second semester, the student will be recommended for program termination.
All courses are three credits
Psychopharmacology of Licit and Illicit Drugs
Individual Assessment, Evaluation, and Rehabilitative Strategies in Substance Abuse and Counseling
Human Growth and Development Theories and Prevention Planning
Group Theory and Practice
Family Systems and the Substance Abuse Counselor
Issues in Clinical Supervision
Counseling Theories and Practice
Personality Theory
Legal, Ethical, and Professional Standards in Substance Abuse and Counseling
Social and Cultural Issues in Counseling and Prevention Programming
Psychopathology and Abnormal Psychology
Career and Lifestyle Assessment in Addictions and Counseling
Foundations of Substance Abuse and Mental Health Counseling in Community Settings
Program Evaluations and Research Methods for Counselors
Management of Medical Treatment of Addictions
Field Experience I
Track II additional courses:
Human Sexuality*
Field Experience II*
Field Experience III*
Elective*
Counseling Theory and Practice involves a set of readings, substantive telephone calls, class participation and the completion of written assignments.
The readings for this course has been selected for its relevance and expertise as
references in this area of study. The following readings are required:
Corey, Gerald. (1996), (Sixth Edition) Theory and Practice of Counseling and
Psychotherapy. Pacific Grove, CA: Brooks/Cole Publishing Company.
Stevens-Smith, Patricia, Smith, Robert. (2000). Substance Abuse Counseling:
Theory & Practice. New York: Prentice Hall. Chapters 1 through 4
Telephone Conferences
Scheduled telephone conferences will be held every two weeks throughout this course. The schedule of calls and format will be reviewed during the first phone conference. Individual and group discussion is an essential component of the course and each student will be expected to participate. The length of the call may vary, however the average telephone conference will be sixty (60) minutes in duration. All students are expected to be available for all scheduled telephone conferences. Should an emergency situation arise, it is the responsibility of the student to provide timely notification. Other arrangements can (usually) be made.
The written assignments are outlined for this course, and include the content and length of each paper. All papers should be professional, graduate-level quality, in content, presentation and must be in APA format. Assignments are expected to be original, creative and knowledge based. Each assignment must include a title page indicating the student name, cohort number, assignment number, name of professor and date.
Assignments are to be sent be regular mail or may be submitted by e-mail. No certified mailings will be accepted. Students are expected to keep copies of all assignments for their file and for reference during the telephone conferences.
Grading
Each assignment will be graded on a 100-point scale, as indicated on the Assignment Grading Form. Final Course Grades will be based primarily on the written assignments, telephone conference attendance, preparation and quality of participation.
COUNSELING THEORY AND PRACTICE
This course is designed to assist the student in gaining the knowledge of counseling theories, and to apply these theoretical ideas into practice. This course will offer a study of the nine contemporary theories of counseling in historical context reflecting the major developments in psychodynamic theory, existential and humanistic ideas and the evolution of cognitive behavioral ideas, and the process of developing a personal counseling theory.
Counseling Theory and Practice is an integral component of training for individuals seeking a professional career in the substance abuse and mental health field. It is important that the student seek a holistic approach to the basic understanding of the study of counseling theory and its integration into the process of counseling.
This course will invite students to explore their personal views of the counseling theories presented and to bring new experience and enhance their personal styles of practice. In addition to a focus on counseling theories and techniques, there will also be a focus on multicultural and ethical issues in the counseling process.
The goal of the course is for the student to become knowledgeable of the nine contemporary theories and techniques of the counseling field. Human nature and development along with the process of positive change will be examined from different theoretical perspectives. The importance of personal growth and self-awareness for the counselor will be stressed. Students will begin the process of integrating personal philosophy and theory into an effective counseling approach.
1. To become knowledgeable of the major theories of counseling and interventions based on those approaches
2. To gain an understanding of the counseling needs and appropriate interventions for special populations
3. To increase awareness of multicultural issues impacting on counseling strategies
4. To explore professional and ethical issues in counseling practice
5. To gain an understanding of the importance of the development of a personal theory of counseling
It is important that students develop an understanding of the philosophies,
theories, and techniques of the counseling field.
In weeks one and two, the focus will be on the introduction and general overview
of the nine major counseling approaches, as well their origins and applications.
Readings
Weeks One and Two
Corey, Gerald. (1996). Theory and Practice of Counseling and Psychotherapy.
Pacific Grove, CA: Brooks/Cole Publishing Company.
Chapters 1 through 9
Stevens-Smith, Patricia, Smith, Robert. (2000). Substance Abuse Counseling:
Theory & Practice. New York: Prentice Hall. Chapters 1 through 4
The counseling professional requires a comprehensive theoretical framework
to
understand theory and practice of counseling and psychotherapy. Therefore, during
these next two weeks, the course will focus on exposing the student to a broad
array of approaches to assist in gaining a greater insight into their personal
strengths and weaknesses related to the therapeutic process of counseling practice.
Readings
Weeks Three and Four
Corey, Gerald. (1996) (Sixth Edition) Theory and Practice of Counseling and
Psychotherapy. Pacific Grove, CA: Brooks/Cole Publishing Company.
Chapters 9 through 12
Smith, Patricia, Smith, Robert. (2000). Substance Abuse Counseling:
Theory & Practice. New York: Prentice Hall. Chapters 5 through 8
During the final weeks of Counseling Theory and Practice, the student will continue to focus on gaining an overview of the trend toward integration of psychotherapy covered in the remaining chapters of the text. The students will explore social context of how issues of gender, sexual orientation, culture, etc. affect our experience of others and us. Additionally, the field is rapidly moving toward a theory of differential treatment and the student explore the importance of learning and respect vastly differing worldviews. Ethical issues in the counseling process will be addressed.
Readings
Week Five
Corey, Gerald. (1996) (Sixth Edition) Theory and Practice of Counseling and
Psychotherapy. Pacific Grove, CA: Cole Publishing Company.
Chapters 3, 13 and 14
Smith, Patricia, Smith, Robert. (2000). Substance Abuse Counseling:
Theory & Practice. New York: Prentice Hall. Chapters 9 through 12
There will be two (2) written assignments for Counseling Theories and Practice.
Each
assignment is expected to be professionally written. Papers are expected to
be
typewritten in APA format and free of typographical, spelling and grammatical
and
reference errors.
1. Case Study - Conceptualization
This project is similar in nature to the case illustration in Corey’s
text, Chapter 14
except: it should be done with a literary or historical figure with an identifiable
Axis I
Disorder; and the student would discuss the conceptualization and therapy process
that he/she would utilize as a clinician.
The four major sections that the paper must include are as follows:
Case History
A brief history or psychosocial assessment to include demographic variables such as age, race, ethnicity, religious orientation, relationship, employment, health, and family, stressors, strengths and weaknesses and presenting problems or symptoms bringing the client into therapy. A DSM IV Diagnosis must be provided identifying specific problems to be addressed. Case conceptualization from one theoretical model.
This should identify what factors have caused the psychopathology and should be distinct to the model chosen.
Description of the goals and methods to reach them
Describe the treatment plan to include goals, objectives, methods/interventions,
frequency of service, and timeframes projected for treatment. Include counseling
theories/techniques would be applied with the client in relationship to the
goals identified, and substantiate the position taken. Discuss the outcome expected
and any
necessary change in course of treatment.
Reference Section
This section will document at least ten (10) sources utilized to increase understanding of the theoretical system. The paper will be approximately fifteen (15) pages each student shall be prepared to discuss the above assignment in a telephone conference appropriate to counseling theories and application discussed in class.
Date Due:
2. Write a paper reviewing at least two (2) counseling theories in the text utilizing at least five (5) recent (1990 or later) articles on a specific theory chosen from professional journal articles, books, or web based electronic sites. Identify and apply the two theories to your personal style of counseling and describe what, if any personal insights your have gained as a result of utilizing them. (Counseling theories chosen for the first assignment may not be utilized in assignment two.)
Date Due:
Required Reading for Counseling Theory and Practice
Corey, Gerald. (1996) (Sixth Edition) Theory and Practice of Counseling and
Psychotherapy. Pacific Grove, CA: Brooks/Cole Publishing Company.
Smith, Patricia, Smith, Robert. (2000). Substance Abuse Counseling:
Theory & Practice. New York: Prentice Hall.
Recommended Readings
Corey, Gerald , Corey, and Marianne S. (1992) Groups: Process and Practice
(Fourth edition). Pacific Grove, CA: Brooks/Cole Publishing Company.
Students are encouraged to explore web based electronic sites for additional readings.