Argosy University, Chicago s1

Argosy University, Chicago COURSE SYLLABUS PP8662 Addictive Disorders Fall 2010

Faculty Information Faculty Name: Mary E. Connors, Ph.D., ABPP Campus: Chicago Contact Information: Office phone number: 312 372-5501 E-mail: [email protected]; [email protected]; [email protected] Office Hours: by appointment

Short Faculty Bio: Dr. Connors has been teaching at ISPP since 1989 and was a half time Professor for a number of years. She is Co-Director of Integrative Health Partners, a private practice group specializing in mindfulness based integrative treatment (integrativehealthpartners.org). Dr. Connors has written a number of works on an integrative approach to psychopathology and treatment. She is the author of Symptom-focused dynamic psychotherapy, which was published by The Analytic Press in 2006.

Course description: This course will acquaint students with conceptual models for understanding, assessing, and treating addictive disorders. The course emphasizes transtheoretical stages of change and motivational interviewing applied to a range of addictive disorders, including behavioral addictions as well as substance related issues. The notion of addictive disorders as a means of affective regulation in a vulnerable self will be stressed. A method of treatment will be presented that incorporates symptom focused interventions into a relational psychoanalytic psychotherapy. An array of treatment strategies will be discussed, including those based on harm reduction as well as on abstinence. Relapse prevention will be a focus.

Course Pre-requisites: None

Required Textbook:

Washton, A., & Zweben, J. (2006). Treating alcohol and drug problems in psychotherapy practice: Doing what works. New York: Guilford Press. ISBN 1-57230-077-9

The course packet is required.

Technology: Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office: Acrobat (full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator 4.08; Norton Antivirus.

Course length: 7 weeks

Contact Hours: 17.5 hours

Credit Value: 1.5

Course Objectives: Course Objective Program Goal Method of Assessment Describe biopsychosocial risk and protective Goal 3 -Diversity; Short Essay, Final, and factors for developing an addictive disorder Goal 4 – Scientific Class Discussions Foundations Contrast and integrate concepts of addictions Goal 3 –Diversity; Short Essay, Class in diverse populations Goal 5 - Scholarship Discussions Identify and differentiate among various Goal 1 -Assessment Short Essay, Final diagnoses of addictions and stages of change Select, implement, and justify a Goal 2 - Intervention Final multidimensional treatment plan for a client with complex difficulties Examine and appraise emerging treatment Goal 2 – Final, Class Discussions models Intervention; Goal 4 – Scientific Foundations; Goal 5 -Scholarship

Evidenced Based Practice Course materials reflect scientific data in presenting a biopsychosocial model for understanding addictive disorders. The transtheoretical model of change and the use of motivational interviewing are supported by numerous research studies. Therapeutic techniques with strong empirical data in the treatment of addictions are emphasized. However, complex problems with high rates of comorbidity require therapeutic flexibility. An individually tailored integrative approach on which the course author has published will be presented.

Class Participation: I expect that students will read all assigned material by the appropriate class period and will actively participate in class discussion. As we have only seven class periods in which to cover numerous topics, attendance at all classes is strongly recommended. Please notify me by phone, email, or in person if an absence is unavoidable. Students who miss more than one class may not be able to receive credit for the course.

Assignments: There will be two written assignments for this class. On week 3 I will hand out a four page assignment relating to syllabus materials for the first three classes, and this will be due on week 4. The Meryman reading provides a detailed portrayal of a woman with an addictive disorder. On week 5 I will hand out a list of questions to be answered in ten pages that require students to apply concepts from their readings to the clinical material. It will be graded on the basis of depth

and breadth of understanding and use of sources, ability to integrate theory and practice in a coherent fashion, and overall quality of organization and writing.

Assignment Table: Week Topic Readings Assignments 1 Introduction to Washton & Zweben CH. 1 (Intro) & 2 Go to Sep 7 addictions (Nature, Course, & Diagnosis of www.niaaa.nih.gov Substance Use Disorders) and access “Rethinking drinking” Miller, W., & Brown, S. (1997). Why interactive website. psychologists should treat drug and alcohol problems. American Database: Psychologist, 52, 1269-1279. PsycARTICLES

VIDEO: Substance Abuse Disorders: The World of Abnormal Psychology, part 6. 2 A biopsychosocial Washton & Zweben CH. 3 On Reserve Sep 14 perspective on (Pharmacology & Overview of addictions Psychoactive Substances)

Beck, A., Wright, F., Newman, C., & Online Book Liese, B. (1993). Cognitive therapy of substance abuse. New York: Guilford Press, 42-53.

Murphy, S., & Khantzian, E. (1995). Main Stack Addiction as a “self-medication” disorder. In A. Washton (ed.) Psychotherapy and substance abuse: A practitioner’s handbook. (pp. 161-175). New York: Guilford Press. 3 Sociocultural issues Amodeo, M., & Jones, L.K. (1997). MIDTERM Sep 21 in addictions Viewing alcohol and other drug use DISTRIBUTED cross culturally. In K. Doyle (Ed.) Behavioral Drugs and society: Perspectives (pp. N/A: Out of Print addictions 100-113). Coursewise Publishing Inc.

Carroll, C. (2000). Alcohol and other Main Stack drugs in special populations. In Drugs in modern society. New York: McGraw-Hill, 297-317. Main Stack: Incorrect Carnes, P. (2001). Out of the shadows: Edition

Understanding sexual addiction. Center City, Minn: Hazeldon, 11-32, 77-92.

Robinson, B. (1998). Chained to the On Reserve desk: A guidebook for workaholics, their partners and children, and the clinicians who treat them. New York: New York University Press, 43-67.

DVD B. Spring: Smoking Cessation (APA Series) 4 Behavioral Washton & Zweben CH. 5 MIDTERM DUE Sep 28 addictions (Considerations in addressing Assessment concurrent psychiatric and substance On Reserve use disorders) & 7 (Assessment)

Beck et al. (1993). Cognitive therapy of Online Book substance abuse, 80-96.

Mellan, O. (1995). Overcoming On Reserve overspending: A winning plan for spenders and their partners. Walker Publishing Co., 11-33.

Roth, G. (1984). Breaking free from On Reserve compulsive eating. New York: Bobbs- Merrill Co., Inc, 4-19.

VIDEO: Diagnosis according to the DSM-IV; Alcohol dependence and alcohol abuse. 5 Motivational Washton & Zweben CH. 8 FINAL Oct 5 interviewing, stages (Individualized goal setting and DISTRIBUTED of change, and treatment planning: Meeting patients harm reduction “Where They Are”) & 9 (Taking On Reserve approaches Action)

Prochaska, J., DiClemente, C., & Database: Norcross, J. (1992). In search of how PsycARTICLES people change: Applications to addictive behaviors. American Psychologist, 47, 1102-1124.

VIDEO: Motivational Interviewing for Addictions 6 Perspectives on Washton & Zweben, chapters 11 and On Reserve

Oct 12 treatment 13.

Beck et al. (1993). Cognitive therapy of Online Book substance abuse, 135-168.

Sobell, M., & Sobell, L. (2000). Database: Stepped care as a heuristic approach to PsycARTICLES the treatment of alcohol problems. Journal of Consulting and Clinical Psychology, 68, 573-579.

DVD: G.A Marlatt: Mindfulness for Addiction Problems (APA Series VI). 7 Family issues, Washton & Zweben, chapters 10 and FINAL DUE Oct 19 treatment, and 12. relapse prevention Thombs, D. (2006). Introduction to Online Book addictive behaviors, third edition. New York: Guilford Press. Chapter 8, The family system.

Beattie, M. (1987). Codependent no On Reserve more. New York: Hazeldon/Harper & Row, 11-26.

Clinical material from: Meryman, R. On Reserve (1984). Broken promises, mended dreams. New York: Berkley Books, 3- 50.

Grading Criteria

Grading Scale Grading requirements

A 100 – 93 Attendance/participation 10% A- 92 – 90 Midterm 30% Final paper 60% B+ 89 – 88 100% B 87 – 83 B- 82 – 80 C+ 79 – 78 C 77 - 73 C- 72 – 70 F 69 and below

Library Resources

Argosy University’s core online collection features more than 21,000 full-text journals, 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. All electronic resources can be accessed through the library’s website at www.auchicagolib.org. User IDs and passwords are distributed during orientation, but can also be obtained at the circulation desk, calling 312-777-7653, or by e-mail at [email protected].

In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Library Online Catalog. Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.

Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach fundamental and transferable research skills, including selecting sources appropriate for academic-level research, searching periodical indexes and search engines, and evaluating and citing information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosyu.edu/infolit/

Academic Policies

Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.

Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.

Americans with Disabilities Act Policy

It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request.

Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.

The Argosy University Statement Regarding Diversity

Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds.

Acknowledgement of Syllabus Content

I, ______, have read and understood the course syllabus for Addictive Disorders at Argosy University taught by Dr. Mary Connors.

I hereby agree to the terms stated in this syllabus.

______Signature Printed Name Date