1

CVC 418 Sexual Issues and Addiction

Instructor: Lynda Mitton Email: [email protected] Phone: (816) 960-2008

Course Description

This course is designed as a holistic, Christ-centered introduction to a basic recognition, understanding, and response ability with clients who experience sexual addiction and its related issues of sexual abuse and sexual offending.

Course Goal After completing this course, students will have a basic ability to understand, work with, and implement interventions, boundaries, recovery support services and ministries for clients with sexual addiction issues.

Course Objectives The student will professionally, ethically and maturely serve clients, agencies and ministries with introductory, basic knowledge and skills of sexual addiction intervention, treatment, and recovery support services with the following abilities to:

1. Understand and articulate historic and holistic Christian viewpoints of sexual addiction. 2. Learn of the extent and depth of the sexual addiction epidemic from the latest statistics. 3. Define Sexual Addiction and illustrate the Cycle of Sexual Addiction. 4. List the false beliefs of sexual addicts. 5. Identify the building block behaviors and types of sexual addiction. 6. Outline the progression through the stages of sexual addiction. 7. List the characteristics, roles, and rules of a dysfunctional family system. 8. Detect, describe, implement care, and/or refer to treatment and recovery support options for the sexual addict and their families when appropriate. 9. Select, implement and summarize findings from the sexual addiction screening and assessment instruments into a narrative format. 10. Incorporate results of sexual addiction screenings and findings into a proper course of treatment / recovery support for individual clients. 11. Detect, describe, implement care, and/or refer to treatment and recovery support options for sex addicts who are also victims of child maltreatment: sexual, emotional, physical and neglect when appropriate. 2

12. Detect, describe, implement care and refer to treatment and recovery support options for sexual addicts who are also sexual offenders when appropriate. 13. Gain knowledge of therapeutic, legal, and supportive resources in their community to help clients achieve and maintain recovery. 14. Define and validate the need for a specific code of ethics appropriate for this delicate field of treatment, recovery support and ministry. 15. Understand and acknowledge one’s strengths and weaknesses in this special area of service.

Required Texts

Healing the Wounds of Sexual Addiction, Laaser; Mark (1996; 2004), Grand Rapids, Michigan, Zondervan

In the Shadows of the Net, Patrick Carnes, David L. Delmonico, Elizabeth Griffin, Hazelden; Center City, Minnesota

Additional Reading:  A L.I.F.E. Guide: Men Living in Freedom Everyday, Mark Laaser, Xulon Press Fairfax, Va.  Contrary to Love, Patrick Carnes, Hazelden Foundation  The Final Freedom, Douglas Weiss, Discovery Press; Fort Worth, Texas  101 Freedom Exercises, Douglas Weiss, Discovery Press; Fort Worth, Texas

Supplementary Materials:  Fatal Addiction: Ted Bundy’s Final Interview with James Dobson; Focus on the Family (video)  Ministering to the Sexually Addicted in the Church, Douglas Weiss, Discovery Press; Fort Worth, Texas (2 part video)

Additional reading materials will be provided in digital format throughout the course.

Course Outline

Week Assessments

1 Objectives: • Learning Objectives for this Session • To introduce the student to the content and purpose of this course. • To give the student an opportunity to become acquainted with the instructor and other students who are involved in this course.

Assignments: 1. Learn more about your professor for this course. 2. Read the Course 418 Syllabus. Before beginning any other assignment, print the syllabus for future reference. 3

3. Read the Syllabus and Instructor Profile. Assignment 4. Introduce Yourself on this Class Forum 5. Read Introduction, Chapters 1 & 2 and Complete the Study Guides Assignment 6. Read Appendix 1: Statistics on Pornography, Sexual Addiction and Online Perpetrators Forum

2 Objectives: • · To identify behaviors and attitudes of basic and cyber-sexual addictions • · Introduction to the original Sexual Addiction Screening Test (SAST) and the Cyber-SAST

Assignments: 1. Read "In the Shadows of the Net" and Complete the Study Guide Assignment 2. Read Appendix 4 & 5 and Post your answers about the assignment to this class discussion board. Respond to at least 2 other learners.

3 Objectives:  Learn some basic types of sexual addiction  Understand a spirit, soul and body model for types of sexual addiction.  Introduce Women’s Sexual Addiction behaviors and the W-SAST.

Assignments: 1. Complete the Study Guide for assigned reading 2. Read: Appendix 6: Six Types of Sexual Addiction and post answers in this week's Class Forum 3. Re-read all of the SAST’s; the Original, Cyber-SAST, G-SAST, W-SAST and write a 2-3 page reaction paper.

4 Objectives:  To understand and identify the characteristics of sexual addiction  To be able to identify the observable symptoms of sexual addiction  To be able to accurately describe the Sexual Addiction Cycle as identified by Patrick Carnes  To be able to understand and articulate the consequences of Sexual Addiction

Assignments: 1. Laaser compares sexual addiction with eating disorders. What are your impressions of his parallels? Post your ideas to this discussion board. 2. Complete and submit the diagram of Carnes’ Sexual Addiction Cycle (section just before review) in your Key Learning Guide for Chapter 4 and submit to your instructor. Assignment 3. How does the Sexual addiction cycle apply to other addictions? How do other addicts pre-occupy and then ritualize in their drug use patterns? Post your ideas to this discussion board. Forum 4. Develop six paragraph-length examples of other possible consequences of theses cases not mentioned in the on-line research articles. 5. Take the midterm exam.

5 Objectives:  Learn the impact of sexual addiction on sexual offending  Become familiar with federal and state sex offender registries  Acquire specific knowledge about federal and state definition and descriptions of sexual crimes laws  Become familiar with your agency’s / ministry’s national and local guidelines and policies regarding clients and staff with sexually criminal or offending histories

Assignments: 1. View : THE VIDEO “FATAL ADDICTION.” Respond on-line with at least 2 paragraphs to those who post to you. 2. Internet research project: Which specific behaviors are sexually criminal behaviors? 3. Internet research project: What am I legally obligated to report? Post this “sample policy” to the class 4

discussion board. 4. Go the U.S. Department of Justice’s website www.nsopr.gov. Submit a brief summary of your results to your instructor. 5. Interview the appropriate agency / ministry administrators and leadership. Write a 1 page summary of the interviews and submit it to your instructor.

6 Objectives:  To recognize the unhealthy dynamics of the families of sex addicts  To understand how sex addicts cope with abuse  Personally interact with one’s own experience with family boundaries, rules and roles.

Assignments: 1. Read Ch.5 (pp 73-89) ‘Unhealthy Family Relationships’ Answer the questions in your Study Guide. 2. Reflect upon, and write a 2 page personal case study on the “boundaries” you’ve experienced in your past and current families, workplaces and personal mentoring/discipling relationships. 3. Post to the discussion board 1 or 2 of the 5 unhealthy family rules you’ve experienced in your past and/or current families and workplaces. 4. Study the HIV/AIDS Readings and complete the study guide

7 Objectives:  To see the types of family abuse from the addict’s experience.  To see how the abuse contributes to sexual addiction  To identify addict’s motivations and strategies for dealing with abuse

Assignments: 1. Read Ch.6 (pp 92-108) ‘Family Abuse’. Answer the questions for chapter 6 in your Study Guide. Assignment 2. Write a 1-2 page paper about 3 past or current dysfunctional patterns in marriages, families, workplaces, churches or other relationships you’ve experienced. 3. Read Ch. 7 (pp 109-118 ) ‘How Sex Addicts Cope with Abuse’ Answer the questions for chapter 7 in your Key Learning Guide. 4. How can an addicted person who “gets saved” become a religious addict? Write a 1 page reflection on this question. Post your page to the discussion board. 5. After reviewing chapters 5-7, answer the review questions at the end of Chapter 7 Study Guide. Submit answers to questions to your instructor.

8 Objectives:  To learn an overview of motivations and interventions for healing.  To identify steps for overcoming the SA life  To Confront the Sex Addict  Review the components of treatment necessary for a sex addict

Assignments: 1. Read Ch 8. (pages 121-139) ‘The Journey of Healing’ . Answer the questions in your Study Guide. Assignment 2. Write your 1-2 page story about a serious, troubling time of change in your life that you can share with your instructor. Assignment 3. Read Ch 9. (pp 140-147) ‘Confronting the Sex Addict.’ Answer the questions in your Study Guide. Assignment 4. In chapter 9 Laaser refers to the passage in Matthew 18 on confrontation. Read the passage and then reflect back on you own experience: Forum 5. Read Ch.10 (pp 148-169). Answer the questions in your Study Guide for this chapter. Assignment 6. Use the list of support group organizations on pages 231-233 in Healing Wounds of Sexual Addiction to build a current referral list of support groups in your city/area. Assignment 7. Complete the Part 3 review for Chapter 8-10 in the Key Learning Guide. Post a copy of your referral list to the 5

discussion board. Forum 8. On a scale from 1 – 10, 1 means “I know I don’t have any issues with sexual addiction,” and 10 means “I knew I was a sex addict before this course and I need to take, or continue with decisive action for my sexual addiction.” Assignment 9. Complete the online Course Evaluation Form. (REQUIRED to complete this course and receive a grade) Assignment 10. Take the final exam Assignment 11. Please complete the Course Evaluation Survey Questionnaire

Overall Total estimated hours based upon 17 hours per week for 8 weeks

Forum Expectations We expect that students will spend an estimated one-two hours to post one initial message, one hour to read posts from 5+ students (presumes that a student doesn't read every post), and an estimated 1 hour to post two reply messages. Forum grading will be based on the following items:  Forum posts should be 200-400 words although these are not strict limits.  Students must demonstrate comprehension of the material and achievement of the related learning objectives related to that forum. Be sure to read the learning objectives.  Students should demonstrate critical thinking and use outside material researched beyond the assigned readings.  The goal of course forums is to have scholarly dialog among peers combining both the strengths of in- person class discussion and providing concise, professional quality writing (similar to a well thought-out academic or scholarly blog) and responding in a way that adds value to others writings  Students are not required to use APA format for references in forum posts, but instead students are encouraged to hyperlink relevant information when possible.  Grading rubric: forums use the same high level grading rubric as for the final project including o Content Knowledge (25%) o Critical Thinking (25%). Note that critical thinking is very different from criticism. o Communication (25%) o Application (25%)

Written Work Except for Class Forum posts, all written assignments should be double-spaced using 11-point font and 1-inch margins, and include a relevant heading (name, date, assignment title), and subheadings where appropriate, which can be viewed in a Navigation Pane. Multi-page assignments should also include page numbers. Please correct spelling and grammatical errors before submitting all assignments. Spelling, grammar, and writing style will be taken into consideration in evaluating written work. Assignments should be submitted to the Course Dropbox within Moodle. Every assignment should carry a filename that MUST include your name (Student Name) and the assignment number, e.g. Jan_Smith_Minor1.doc

Written work must be reflective, balanced, scholarly analysis and be well-supported by references. Deep familiarity with the biblical text will be appreciated as will the ability to showcase extensive theological reading and reflection and to critically examine an issue from many points of view.

Very informal or highly opinionated writing styles will be severely penalized. Do not preach. 6

Late Policy Coursework is scheduled over a seven-day week to provide structure for students residing on six continents. The weekly schedule begins on Monday at 12:01AM US ET (USA Eastern Time), and ends on Sunday at 11:59PM US ET.

● Assignments submitted more than 1 week late (after the following Sunday) will lose 1 letter grade (i.e. "A" becomes a "B") ● Assignments submitted more than 2 weeks late will lose 2 letter grades (i.e. "A" becomes a "C") ● All assignments and quizzes must be submitted by the week after the term ends or they will receive a failing grade ● Extensions: professors may grant an extension if the student has a prolonged sickness or major family crisis. The length of the extension is up to the professor’s discretion. ● Applications for an extension should be sent to the professor at least 2 or more days before the due actual date. Extensions must be after a course ends submitted via the online extension request form. If an extension is granted, no other courses may be taken until that course is completed.

Week Eight is the last class session with assignments posted. All course work must be completed by the student and submitted to the instructor by Friday of the tenth week of the course. No credit will be given for work submitted after this date.

This syllabus is subject to change without notice up until the first day of the semester. For more academic policies, please visit: http://www.cityvision.edu/academic-policies