Syllabus Assignment

Syllabus Assignment Words: 1590

The student will be able to identify the characteristics of the chemically dependent population, including special sub-populations. B. The student will be familiar with various definitions and etiological theories of chemical dependency, along with their subsequent treatment models. The student will be able to apply various tenets of psychometric assessment to the assessment of substance abusing clients. D. I en student wall De Tambala Walt various assessment Instruments Ana structured clinical interview techniques.

The student will be able to design an individualized treatment plan which will meet the unique needs of the client. The student will be able to adapt individual and group counseling techniques to fit he needs of the target population. The student will be aware of the special issues which impact the population. The student will demonstrate an understanding of the impact of system relationships as it relates to the substance abuser and those close to them. The student will become familiar with various prevention strategies.

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The student will demonstrate a deeper understanding of self as self impacts on their role of substance abuse counselor. K. The student will be able to identify various techniques to remain healthy and grow professionally within the field of substance abuse. Student Expectations: 1 . The student will be expected to take an active participatory in class discussions. 2. The student will be expected to complete all reading assignments. 3. The student will be expected to turn off all cell phones during the class. 4.

The student will maintain a professional appearance, attitude during class attendance and activities. Assignments: 1 . Substance Abuse Webbing (100 pets): Each student is required to develop a 10 minute webbing on a professor approved substance abuse topic. Please include handouts and resources for your webbing. 2 Distance contract Salesmen pop nuts students snail costal Trot a absence that he or she loves to consume. Some examples are nicotine, sugar, flour, caffeine, chocolate, salt, soda, ice cream, etc.

Students will maintain their journal on blackboard with a daily log documenting their feelings, physical symptoms if any and positive/negative thoughts for that day. The Journals will be randomly checked. If a student fails to maintain his/her Journal, it will result in points being taken off for each day not logged (100 pets) 3. TAP Conference Attendance or Self-Help Group Attendance-students may substitute attendance at the TAP Spectrum Conference on October 18-21 at the Weston Houston Memorial City Hotel (Free of Charge) or the student can attend 10 open AAA/AN/CA/AAA/Al-Anon meetings that will be documented on a log.

Students will be required to complete a 5 page paper answering questions pertaining to their experience. The questions will be based upon which experience (TAP Conference/ Self Help Group (100 pets). 4. Resource Book-Each student will be assigned to find treatment facilities and contact information for point of contact and marketing material from facility for each class member. The student will also be required to complete a 2 page paper about he facility and their services.

The information provided will be developed into a resource book for substance abuse counseling/treatment (50 pets). 5. Online Assignments- Each student is required to complete online assignments during assigned online class dates (50 pets each) 6. In Class Assignment – There will be activities and case evaluations in class that each student will be required to participate/complete (20 pets each). If you have any technical questions regarding blackboard or the computer system, please call the help desk at 713-313-7242. Your instructor cannot assist you with technical difficulties.

However, if you are taking a quiz and for whatever reason you get locked out, you can email the instructor with an explanation and it can be fixed. This is one of the few times you will not contact the HELP desk with technical problems. You must have an updated email address. Your email address must be updated through the www. TTS. Du web page under enrollment management. Course Outlook Due Chapter Required Date Reading 8-26 First day of Class Lecture / Discussion Topic Class Introduction 9-2 Holloway Holiday 9-9 Chapter 1 9-16 Chapter 1-2 Chapter 2 Substance Abuse Counseling for the 21st Century

Abstinence Topic Due on Seep 12, 2013 Online Class – Complete online assignment & read Chap 2 Webbing Topic Due Drugs & Their Effects Chapter 3 Motivational Interviewing 10-7 Chapter 4 & 5 10-14 10-21 Chapter 6 Chapter 7 & 8 10-28 Assessment & Treatment Planning Helping Clients to Change Resource BOOK Assignment Due Online Class – Complete online assignment Maintaining Change in Substance Use Behaviors Working with Families 11-4 11-11 11-18 Chapter 9 Chapter 10 11-25 12-2 Final Program Planning & Evaluation (Online Class) Substance Abuse Webbing Due Preventing Substance Abuse

Last Week of Abstinence Journal Instructor reserves the right to change the syllabus as deemed necessary and/or appropriate. Grading Substance Abuse Webbing Conference/AAA meetings Abstinence Journal Online Assignments Resource Book 100 points each 100 points 50 points each 50 points let statement Texas Southern University maintains a policy for students with disabilities in accordance with the American with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973.

Under these federal guidelines, the University is obligated to: 1. Protect the civil rights of students with disabilities. . Protect the confidentiality and privacy of students with disabilities 3. Provide reasonable accommodations and services to students with known disabilities, who are qualified to meet the requirements of the academic program, apart from the handicapping condition. The burden of proof is on the student to demonstrate the need for requested accommodations.

If you feel you are qualified to receive services, please contact the Office of Disabled Student Services at 713-313-4210 or visit the office in the Fairchild Building, Room 147 between the hours of am-pm, Monday through Friday. Vision of he College of Education The College of Education at Texas Southern University is to become the region’s leading source of informed thought regarding matters of urban education as well as the foremost producer of exemplary professionals who are prepared to provide effective service in urban schools, agencies and other entities.

Mission of the College of Education The mission of the College of Education at Texas Southern University is to provide competent professionals for effective service in urban schools, agencies and other entities using research and collaboration in seeking solutions to teaching, learning ND behavioral challenges facing urban populations. Philosophy of the College of Education The unit’s philosophical purposes and goals are bound in the coherence of its beliefs.

The faculty of the College of Education believes that (a) all students can learn, (b) faculty members are lifelong learners and (c) individuals must be respected and held to high expectations. Programs in the College of Education are organized around core beliefs that are both cognitive and affective. The faculty believes that both student and faculty productivity will be enhanced in high expectation climates where both roofs experience unconditional high regard.

Moreover, academic experiences are directly related to faculty-student interactions and students and faculty bring their experiences, perceptions, and global perspectives to any relationship. Students achieve in a culture of success. Institutional, state and national standards are used as guides for what is taught and how it is taught. These beliefs reflect our thinking about learners and learning.

The College of Education faculty is accountable for modeling and teaching the content and skills that help candidates develop professional knowledge that is aligned with institutional, state and national standards. Therefore, candidates learn the associated content, skills and dispositions theoretically and practically. The College prepares caring, committed, competent, culturally responsive professionals who will work effectively in historically undeserved urban communities.

The candidates and professionals who are prepared in the College of Education will demonstrate a commitment to excellence In technology Integration, responsiveness to diversity, and in the acquisition of a broad base of knowledge and skills that are linked to professional standards and dispositions The Mission for the Department of Counseling Our mission is to prepare counselors, who value equity and equality, to meet the demands of a culturally and linguistically diverse clientele through a special emphasis on knowledge bases and internships in an urban setting.

The Counseling program will prepare counselors to fulfill the following roles: 0 Serve as advocates, leaders, counselors, and consultants to increase the options of clients they serve; 0 Become managers of resources and partnership builders, enlisting the support of stakeholders in the local, national and international communities; 0 Develop in dents a commitment to achieve and provide conditions that enable clients to accomplish their goals; 0 Serve as problem solvers for clients living in an urban environment in particular, as well as those attempting to cope with societal demands in monaural settings; and Develop professionals capable of conducting research germane to urban challenges. Graphical Representation of the Conceptual Framework The process by which urban professionals are prepared is referred to as EXPO – which stands for College of Education (COKE) expectations, practices and outcomes.

The overall expectation for candidates at Texas Southern University given its underlying vision, mission, and philosophy, is that the COKE will facilitate the preparation of urban professionals (that is, administrators, counselors, and teachers). Faculty responds to this expectation with practices that result in candidate acquisition of knowledge, skills and dispositions at initial and advanced levels. The outcomes of these practices are urban professionals who manifest caring, competent, committed, culturally responsive qualities and characteristics as depicted in the graphic. Such professionals exit the preparation program with the knowledge, skills, and suppositions necessary to succeed.

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