Domain Two – Counseling

At the end of this course, the student will:

  1. Define counseling/therapy as per the IC&RC.
  2. Identify the key concepts of, and noted figures associated with the following counseling approaches: Reality Therapy, Cognitive/Behavior Therapy, Transitional Analysis, Structural Family Therapy, Client Centered Therapy, Psychodynamic Therapy, and Gestalt Therapy.
  3. Explain the rationale for choosing and changing counseling approaches during the course of counseling

At the end of this course, the student will:

  1. Identify, demonstrate, and explain the purpose of the following counseling skills: Attending, Paraphrasing, Reflection of Feeling, Summarizing, Probing, Counselor Self Disclosure, Interpreting and providing information and feedback as per MET.
  2. Integrate self-help group participation as an adjunct to the counseling process.
  3. Identify six stages of counseling and employ the skills found in each stage.

At the end of this course, the student will:

  1. Define crisis intervention within the framework of alcohol/drug counseling as per IC & RC.
  2. Identify causes of crises (i.e. The four types of trauma: situational, developmental, intrapsychic, existential.)
  3. Identify and give examples of the five psychological reactions to crisis (Shock, anxiety, depression, anger, intellectualization.)
  4. Explain four goals of crisis intervention (stabilization, pressure relief, problem solving, and return to pre-crisis function) and describe six sages comprising the crisis intervention process (establish report, gather data, reframe crisis, explore realistic options, contact supportive individuals, arrange for a follow-up.)
  5. Identify the risk factors and cues associated with suicide.
  6. Describe and demonstrate the appropriaf responses to a suicide crisis (form relationship, identify key issues, assess for lethality, evaluate client strengths and resources, develop and implemente set ot plan, intervene appropriately to respond to imminent danger.)
  7. Identify & explain the qualities of an effective crisis counselor (empathy, effective questioning, rapid assessment, realistic viewpoint, effective resource utilization.)

At the end of this course, the student will:

1. Identify three modalities of A & D treatment

a. Pre-Treatment (i.e. Detox/Medical Stabilization)

b. Rehabilitation (Residential, IOP and OP)

c. Maintenance (On going Care)

2. Identify five goals of individual alcohol/drug counseling (stop AOD use, relapse prevention, changing reinforcement contingencies, managing painful feelings appropriately an improving interpersonal functioning).

3. Differentiate between early, middle, and late stage recovery and provide examples of treatment issues in each stage.

4. Explain why termination of counseling is a process, rather than an event and give examples of rationale(s) for termination and how the process of termination should be approached.

5. Participants will be able to identify various self help groups and explain how they can enhance recovery for the individual and significant other.

At the end of this course, the student will:

  1. Explain the meaning of the term universality.
  2. Identify the four stages of group development and describe the features of each (initial, transition, working, final) as well as, the counselor’s task at each stage. Define group process. Identify and explain the three processes (compliance, identification, internalization), which individuals must experience in order to benefit from groups.
  3. Describe the counselor’s role in assisting clients to work through the three processes identified above.
  4. Identify and explain three styles of leadership (authoritarian, democratic, laissez-fare).
  5. Identify three leadership functions (emotional stimulation, meaning attribution, executive function).
  6. Identify and demonstrate facilitation techniques used by group leaders (group communication, keeping a “here and now focus”, questioning individual members, role-playing, seeking insight, seeking commonality, self disclosure.)
  7. Give examples of leader interventions in response to urgent/critical group issues (e.g. focus attention on group process, encouraging “here and now focus”, addressing the groups difficulties, etc.)
  8. Develop skills for dealing effectively with problematic group members (silent client, boring client, monopolizing client, self righteous client, hostile client.)

At the end of this course, the student will:

  1. Explain how SUD affect the family collectively, as well as, each member.
  2. Identify the rules in SUD affected families and per Black & Wegscheider (don’t talk, don’t feel, don’t trust)
  3. Identify family roles & their features as described by Wegscheider (the “addict”, “enabler”, “hero”, “scapegoat”, “lost child”, “mascot”) and the roles as described by Black (“the adjuster”, “placate”, “acting out child”.)
  4. Distinguish between interdependence, co-dependence, and dependence.
  5. Distinguish between performing A & D counseling with families and performing family therapy.
  6. Define intervention and explain the intervention process.
  7. Become familiar with family related support groups and community-based service providers for families.

At the end of this course, the student will:

  1. Explain how a client’s cognitions represent a synthesis of internal and external stimuli.
  2. Identify the role of cognitions in the client’s view of self, view of the world, and view of the past and the future.
  3. Demonstrate how alterations in client cognitions affect the client’s affective state and patterns of behavior.
  4. Apply CBT theory and techniques to the treatment of substance abuse disorders.

At the end of this course, the student will:

  1. List Prochaska and DiClemente’s stages of change and characteristics associated with each.
  2. Assess client’s readiness to change using a client-centered interviewing style and at least one validated questionnaire.
  3. Describe ways in which counselors interactional style can affect clients’ levels of motivation, resistance and willingness to provide assessment information.
  4. Use open-ended questions and a non-confrontational style to elicit the client’s perspective on the presenting problem(s).
  5. Discuss the spirit of Motivational Enhancement Therapy (MET), and the importance of client-centered principles in substance abuse treatment
  6. List the five micro skills of MET, and their application in substance abuse treatment
  7. Discuss at least three principles for responding to resistance in a non-confrontational style
  8. Demonstrate via role play enactment basic empathic listening, open-ended questioning and reflective listening skills

At the end of this course, the student will:

  1. Describe approaching and assessing Nicotine Dependence.
  2. Identify various pharmacological interventions for Nicotine Dependence, and the pros and cons of each.
  3. Describe the evidence supporting pharmacological interventions for Nicotine Dependence.
  4. Explain the relationship between tobacco dependence and other mental addictive disorders.

Back to Courses