Instructor: Vickey L. Maclin, Psy.D. Class Times: June 15-16, July 6-7, July Office Hours: Tu, W, Th, 1:30-4:00 pm or by appt.

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1 Gordon Conwell Theological Seminary Charlotte Master of Arts in Christian Counseling Program CO/PC750 Counseling for Crisis and Addictions Summer 2018 Course Syllabus Instructor: Vickey L. Maclin, Psy.D. Class Times: June 15-16, July 6-7, July Office: GCTS Room Phone: (704) Office Hours: Tu, W, Th, 1:30-4:00 pm or by appt. Course Description: This course focuses on counseling methods of prevention and intervention with addictions, both neurobiological and behavioral, and in crisis scenarios. Biblical and theological perspectives are integrated with social studies focusing on healing processes. Various crises will be studied and etiology, assessment and models of treatment will be addressed. MACC Department Mission: The aim of the Master of Arts in Christian Counseling Program at Gordon-Conwell Theological Seminary Charlotte is to train students to become competent professional counselors who advance Christ s Kingdom in various clinical, educational, and ministry settings by equipping them to think theologically, live biblically, and engage globally. Students who think theologically will develop a professional counselor identity that is grounded in orthodox Christian theology and sound clinical practice. Students who live biblically will demonstrate congruence between their faith and their actions in their personal and professional lives by maintaining a commitment to the process of ongoing spiritual formation. Students who engage globally will fulfill their call to serve others by being sensitive and response to the needs of diverse cultural, ethnic, and socioeconomic populations. Relation to Curriculum and MACC Program Objectives: Counseling for Crisis and Addictions is a required course for students in the MACC program who are pursuing a degree in the CMH program. It is also required content for many state-licensing boards as well as accreditation agencies, such as CACREP. The following MACC Program Objectives are addressed in this course: 2. Knowledge and skills for competent counseling practice. We expect that students will demonstrate: C. Understanding of the primary theoretical orientations and evidence-based interventions shaping the counseling field today 3. Respect for human diversity within a multicultural perspective: We expect that students will demonstrate: A. Understanding, sensitivity and respect of persons pertaining to culture, ethnicity, race, gender, sexuality, values, beliefs and other contextual factors (Social and Cultural Diversity).

2 CO750 Counseling for Crisis and Addiction Maclin 2 Student Learning Outcomes (Knowledge and Skills): As a result of this course, students will gain the following knowledge and skills: 1. Counselors roles and responsibilities as members of interdisciplinary community outreach and emergency management response teams (CACREP II.F.1.c) 2. Theories and etiology of addictions and addictive behaviors (CACREP II.F.3.d) 3. Effects of crisis, disasters, and trauma on diverse individuals across the lifespan (CACREP II.F.3.g) 4. Suicide prevention models and strategies (CACREP II.F.5.1) 5. Crisis intervention, trauma-informed, and community-based strategies, such as Psychological First Aid (CACREP II.F.5.m) 6. Procedures for identifying trauma and abuse and for reporting abuse (CACREP II.F.7.d) 7. Neurobiological and medical foundation and etiology of addiction and co-occurring disorders (CACREP CMHC: C.1.d) 8. Potential for substance use disorders to mimic and/or co-occur with a variety of neurological, medical, and psychological disorders (CACREP CMHC: C.2.e) 9. Impact of crisis and trauma on individuals with mental health diagnoses (CACREP CMHC: C.2.f) Course Content: The course is designed to provide students with the opportunity to gain an understanding in the areas of crises and addictions that individuals and families may encounter. Students will obtain insight in addressing crises, such as grief, loss, and addictions and skills that can be used to address these areas with clients in counseling settings. Crisis counseling and substance abuse will be viewed from the perspective of the Christian counselor and Christian pastor. Biblical and theological perspectives are integrated with social studies having to do with healing processes. Various crises and treatment modalities in response to crisis will be studied. Also, key issues involved in the diagnosis and treatment of substance abuse will be addressed. Specific models and approaches in the treatment of substance abuse, the user and the users families will be discussed. Students will develop conceptual knowledge, practical skills, and self-awareness concerning the etiology of addiction, assessment strategies, diagnosis and treatment planning as well as preventing clinician burnout. The overall purpose of this course is to equip the counselor to work in emergency situations from an emotional and psychological framework as well as to address crisis brought on by substance use and abuse. Methods of Instruction: The objectives of this course will be met through a combination of lecture, small and large group discussions, reflective exercises and small group and/or individual class presentations. Required Text(s): Briere, N.N. & Scott, C. (2015). Principles of trauma therapy: A guide to symptoms, evaluation, and treatment. (2 nd ed.). Los Angeles, CA: Sage Publishing. (ISBN: ) Johnson, S.L. (2003). The therapist s guide to substance abuse interventions. Boston, MA: Academic Press. (ISBN: ) Required for CMHC students May, G.G. (2007). Addiction and grace: Love and spirituality in the healing of addictions. New York, NY: HarperOne (ISBN: ) Mason, K. (2014). Preventing suicide: A handbook for pastors, chaplains, and pastoral counselors. Downers Grove, IL: IVP Books. (ISBN: )

3 CO750 Counseling for Crisis and Addiction Maclin 3 Neimeyer, R.A. (2012). Techniques of grief therapy: Creative practices for counseling the bereaved. New York, NY: Routledge. (ISBN: ) Yancey, P. (1997). Disappointment with God: Three questions no one asks aloud. Grand Rapids, MI: Zondervan. (ISBN: ) Course Requirements/Assignments A. Assignments: All written assignments, except for the report, must be written in APA style. See for more information. Document File: All assignments should be submitted electronically in the Sakai course assignments areas. Students name, course number and assignment name should be included on cover page, that is APA formatted, for each assignment submitted. a. Required Reading: (150 points) Students will write a 5-7-page paper after reading Principles of Trauma Therapy: A Guide to Symptoms, Evaluation and Treatment (Briere & Scott, 2015), Disappointment with God: Three Questions No One Asks Aloud (Yancy, 1997) and three peer-reviewed journal articles that examines the neurobiological and medical foundation and etiology of addiction and co-occurring disorders. From the Briere & Scott text students should address what is noted about the theories and etiology of addictions and addictive behaviors. Additionally, students should select at least three (3) peer-reviewed journal articles, written within the last 5-7 years, that addresses issues related to the neurobiological and medical foundations as it relates to the etiology of addictions and cooccurring disorders. From the articles, students should address what the research and the authors have to say as it relates to the neurobiological and medical foundations related to the etiology of addictions as well as some co-occurring disorders. Finally, after reading Yancy (1997) students should address how individuals may make meaning out of the difficulties and struggles that may come with an addiction or a co-occurring mental illness. The paper should be written in APA format, or Turabian style, depending on the student s degree program. Students should include a title and reference page (APA) or bibliography (Turabian), be double-spaced with one-inch margins. DUE DATE: The paper should be submitted on Sakai in the assignment area no later than 11:59 on August 18. Required Reading Rubric 150 Points /35 Book Review (35 points) Read all required Included summary of the key aspects of the books (this should be written in an integrated manner not just reporting individually what each book addresses) Summarize application of the material that the books covered as student anticipates future work with diverse populations of people in their clinical work. /60 Personal Influences (60 points) Identify influences from their heritage on their attitudes, beliefs, and understanding of individuals who are different from them

4 CO750 Counseling for Crisis and Addiction Maclin 4 Address how influences can personally affect your clinical work with differing culturally diverse issues of clients Identify areas related to own cultural background, cultural values and identity development and the effects on view of others /45 Acculturative Experiences (45 points) Address own acculturative experiences Explain how experiences can influence views, attitudes and beliefs about others /45 Christian Perspective (45 points) Address how material from books can be integrated into personal life and future work from a Christian perspective /15 APA Formatting/Writing (15 points) Review written in APA format and Writing graduate level Quality of writing Attend to paragraph structure, grammar, spelling, and typing errors, clear, succinct and concise Does not have more than 1-2 direct quotations, paraphrased citations most frequently Title page and Reference page included (not included in page count) Length of summary adhered to (6-8 pages) Use 1 margin and double-spaced /200 Total Points b. Grief Presentation: (100 points) Students will work in groups of 3 to 4 and prepare a PowerPoint presentation on grief and loss. Students will incorporate some aspect of grief from a movie and show 10-minutes of the clip as part of their 30-minute group presentation. The 10-minute movie clip can address grief from any aspect of loss that a person has experienced. Students should read Neimeyer s (2015) book, Techniques of Grief Therapy: Creative Practices for Counseling the Bereaved. In the presentation students should identify, from the perspective of the profession pastoral counseling or counseling what are several important aspects and considerations of the grief that is examined in the video-clip. Students will address how they would evaluate the case and begin the process of treatment, noting some possible approaches from Neimeyer text that they might feel comfortable engaging in with the person from the clip. Students should identify and explain several different possibilities of how one might begin to process through the loss. Students should address in the presentation what would be some things that would need to be done, as the counselor, to avoid vicarious trauma while working with the individual. Finally, students should explain how a counselor, would go about introducing the intervention, implementing it and what might be some expected outcome of using the treatment approach would be as assist the person in moving through his or her grief process. Finally, each person in the group should address his or her our own emotions and attitude after having watched the video-clip and engaged in the assignment. DUE DATE: The presentation will be done on July 7 and the PowerPoint should be submitted on Sakai in the assignment area no later than 11:59 on July 5. Grief Presentation Rubric

5 CO750 Counseling for Crisis and Addiction Maclin Points /10 Grief & Loss Movie Clip (10points) Selected an appropriate move clip that displayed grief/loss Movie clip 10-minutes in length /30 Read Neimeyer Book (30 points) Identify several intervention processes addressed in book to use with video-clip case Explain the reason chose specific approaches suggested from Neimeyer s book Explain how would go about introducing the intervention Explain possible ways of implement intervention in treatment Identify some possible outcomes given the circumstances of the situation /35 Professional Perspective (35 points) Identify and address several important aspects of grief/loss from movie clip Identify and address several considerations of grief/loss from movie clip Address how would evaluate the case related to grief/loss Address possible ways would consider using to assist in treatment process /10 Vicarious Trauma (10 points) Explain what would need to be aware of for self to avoid vicarious trauma /5 Individual Group Member Responses (15 points) Each group member address own emotions after watching video clip Each group member address attitude about circumstances of the grief situation /10 PowerPoint Quality (15 points) PowerPoint font readable Sources cited in APA format Submitted on time in Sakai Presentation no longer than 30-minutes /100 Total Points c. Trauma & Addiction Panel Discussions: (100 points) In groups of 3 to 4 students will be on a panel that provides insight about substance abuse counseling and traumainformed engagement with certain populations of people. The panel will include in the discussion crisis interventions that can serve the identified population. Each panel presentation should be 20-minutes in length. The class (the audience) will be a group of people in the community who are interested in the topic because of personal involvement or experience with the particular area of trauma or addiction. Each group will be assigned a population group and will develop materials that will be offered to the audience about the addiction or area of trauma. In the panel discussion, the panelist should offer a clear explanation and understanding of the trauma or addiction for the particular people group assigned to them. The panelist should also discuss community-based strategies that can serve the people population group. They should also address the drawbacks of the service being provided in a community setting.

6 CO750 Counseling for Crisis and Addiction Maclin 6 They should explain and give a background of the addiction or the area of trauma as it relates to the population they will be addressing. Students will examine at least three peer-reviewed journals that demonstrate the usefulness of different theoretical orientations and evidence-based interventions with the identified population. The articles should be from within the last 5-7 years. In the panel discussions students will identify at least two theoretical orientations and two evidence-based intervention from the research that could possibly be used to address the particular area of addiction or trauma. Additionally, in the panel discussion, students will identify and address multicultural diversity considerations as it relates to a given population of people. Consideration should be given to culture, ethnicity, race, gender, sexuality, values, beliefs and contextual factors. Finally, students will address how the addiction or trauma could affect the mental health of the individual and/or the community. DUE DATE: The panel discussions will be done on July 28 and handouts should be submitted on Sakai in the assignment area no later than 11:59 on July 25. Trauma & Addiction Panel Discussion Rubric 100 Points /40 Panel Discussion (40 points) Addressed crisis or addiction for assigned population Clear explanation of the trauma or addiction Explain background of the addiction or trauma related to population Length panel discussion adhered to (20 minutes) Each panelist involved in discussion /15 Materials Available (10 points) Materials were posted on Sakai on time Materials appropriate for topic Materials included citations for sources referenced /10 Community-Based Strategies (10 points) Identity community-based strategies Explain why particular strategy selected Explain benefits and drawbacks associated with community-based strategy for particular population /20 Theoretical Orientations (20 points) Referenced at least three sources from last 5-7 years Identify at least two theoretical orientations that could be utilized Identify and explain at least two evidence-based interventions Identify at least three sources that support the theoretical orientations and the evidence-based interventions /15 Multicultural Considerations (15 points) Students will address issues of culture, ethnicity, race, gender, sexuality, values, beliefs and contextual factors as it relates to treatment with the population Address how addiction or trauma affects mental health of population Address how addiction or trauma affects the community that population is involved /100 Total Points

7 CO750 Counseling for Crisis and Addiction Maclin 7 d. Attitude and Philosophy of Addictions: (75 points) After reading Addiction and Grace: Love and Spirituality in the Healing of Addictions (May, 2007) students will write a 4-6 page paper that addresses what is their particular philosophy of addictions, treatment possibilities and interventions from a clinical and a biblical perspective. Students should include in the paper a summary in an integrated manner of the key aspects from May s book, linked to the overall requirement of the assignment. Student should identify from Scripture a theological perspective and engagement that could be utilized with an individual, family and community of one dealing with an addiction. Be certain, in your engagement with Scripture to consider a biblical response to an individual, family or community about the area of addiction. The paper should be written in APA format, or Turabian style, depending on the student s degree program. The paper should include a title and reference page (APA) or bibliography (Turabian) and be double-spaced with one-inch margins. DUE DATE: The paper should be submitted on Sakai in the assignment area no later than 11:59 on August 4. Attitude & Philosophy of Addictions Rubric 75 Points /10 Book Read (10 points) Read all of Addiction and Grace: Love and Spirituality in the Healing of Addictions Included summary of the key aspects of the books (this should be written in an integrated manner into the context of the paper, not just separately stating what the book address. /20 Personal Philosophy of Addictions (20 points) Address and identify personal philosophy of addictions Address how your philosophy influenced by your biblical perspectives /15 Treatment & Intervention Possibilities (15 points) Address and identify possible treatments Address your perspectives from a clinical perspective on treatment Address personal perspectives on treatments and interventions /20 Theological Perspective (20 points) Perspective that could be utilized with individual, family and community related to addictions /10 APA Formatting/Writing (10 points) Review written in APA or Turabian format and Writing graduate level Quality of writing Attend to paragraph structure, grammar, spelling, and typing errors, clear, succinct and concise Does not have more than 1 direct quotation, paraphrased citations most frequently Title page and Reference (APA) or Bibliography (Turabian) page included (not included in page count) Length of summary adhered to (4-6 pages) Use 1 margin and double-spaced /75 Total Points

8 CO750 Counseling for Crisis and Addiction Maclin 8 e. Attendance & Participation (60 pts attendance [20 pts/class meeting]; 45 pts participation 15pts/class meeting) Class will meet on June 15-16, July 6-7 and July On Friday nights class will meet from 6:30-9:30 pm and on Saturdays class will meet from 9:00 am 4:30 pm. Students should attend each class period in its entirety. Students will need to complete a make-up assignment if they miss 20 minutes to 2 hours of any class period, except the last weekend. Students will also have 5 points deducted from both attendance and participation points whenever 20 minutes to 2 hours of class are missed. The make-up assignment will consist of the student doing at least a 20-minute presentation on a topic selected by the professor. If a student misses on the last weekend any portion of the class over 20- minutes the student will have a grade reduction for the class. Additionally, if student misses more than 2 hours of any class period, on any weekend, this will result in a grade reduction for the class. If a student must miss any portion of a class, the student should notify the professor prior to missing. Attendance and full participation is expected during all class meetings. Student Performance Evaluation and Criteria: Grading: Final letter grades will be assigned based on the following distribution: Attendance 60 points (20 pts/weekend) Participation 45 points (15 pts/weekend) Required Reading 150 points Grief Presentation 150 points Trauma and Addictions Panel 100 points Attitude and Philosophy of Addiction 75 points Total Points 580 points Grading Scale: Final letter grades will be assigned based on the following distribution: A B C F Below 406 A B C A B C Lateness will be penalized 3-points for each day an assignment is late. Excessive or insufficient length will be penalized 3-points per page over/under limits. Failure to use APA format, or Turabian MDiv or PC, may be penalized up to one letter grade, depending on the errors. Assistance with correct formatting is available online. Plagiarism is considered a serious academic offense at GCTS. NOTE: The failure to cite sources accurately is a form of plagiarism and will result in penalties. Knowledge & Skills Outcomes Counselors roles and responsibilities as members of interdisciplinary community outreach and emergency management response teams (CACREP II.F.1.c) Instruction (When/ How) Address in Lecture (July 7) Evaluation Measure (if applicable) Theories and etiology of Address in Lecture (June 16) Addictions & Crisis Panel

9 CO750 Counseling for Crisis and Addiction Maclin 9 addictions and addictive behaviors (CACREP II.F.3.d) Effects of crisis, disasters, and trauma on diverse individuals across the lifespan (CACREP II.F.3.g) Suicide prevention models and strategies (CACREP II.F.5.1) Crisis intervention, traumainformed, and community-based strategies, such as Psychological First Aid (CACREP II.F.5.m) Procedures for identifying trauma and abuse and for reporting abuse (CACREP II.F.7.d) Neurobiological and medical foundation and etiology of addiction and co-occurring disorders (CACREP CMHC: C.1.d) Potential for substance use disorders to mimic and/or cooccur with a variety of neurological, medical, and psychological disorders (CACREP CMHC: C.2.e) Impact of crisis and trauma on individuals with mental health diagnoses (CACREP CMHC: C.2.f) Reading (Johnson, 2003) Address in Lecture (June 16) Addressed in Lecture (June 16) Reading (Mason, 2014) Address in Lecture Address in Lecture (July 7) Reading (Briere & Scott, 2015 Address in Lecture (July 28) Reading (Johnson, 2003) Address in Lecture (July 27) Address in Lecture (July 28) Reading (Johnson, 2003) Discussion Required Reading Assignment Addictions & Crisis Panel Discussion Addictions & Crisis Panel Discussion Addictions & Trauma Panel Discussion

10 CO750 Counseling for Crisis and Addiction Maclin 10 Course Schedule Dates Topics Readings/Assignment June What is Trauma Effects and Trauma READINGS: Briere & Scott (Ch 1-11) Across the Lifespan & Populations Johnson (Ch 1, 5-6, 8) Assessment of Trauma Mason (Ch 1-9) Theories & Etiology of Addictions & Addictive Behaviors Assessment & Treatment Trauma, Addictions & Suicidality July 6-7 Counselors Roles and Responsibilities Emergency Management Response Team Community Based Strategies & Interventions Identifying & Reporting Abuse Grief Therapy Assessment & Interventions READINGS: Johnson (Ch 7) Neimeyer (Ch 1-11) July Neurobiology & Medical Foundations Addictions Addiction & Co-Occurring Disorders Impact Crisis & Trauma on Mental Health Diagnosis Spirituality & Treatment Meaning Making in Loss and Trauma READINGS: Briere & Scott (Ch 12) Johnson (Ch 2-4, 9) May (Ch 1-8) Yancey (all chapters) Syllabus Addendum Academic Standards Cheating and plagiarism are considered serious breaches of personal and academic integrity. Cheating involves, but is not necessarily limited to, the use of unauthorized sources of information during an examination or the submission of the same (or substantially same) work for credit in two or more courses without the knowledge and consent of the instructors. Plagiarism involves the use of another person s distinctive ideas or words, whether published or unpublished, and representing them as one s own instead of giving proper credit to the source. Plagiarism can also involve over

11 CO750 Counseling for Crisis and Addiction Maclin 11 dependence on other source material for the scope and substance of one s writing. Such breaches in academic standards often result in a failing grade as well as other corrective measures. For more information, please consult the Student Handbook. ADA Policy In compliance with Section 504 of the Rehabilitation Act of 1973, Gordon Conwell Theological Seminary makes reasonable accommodations for students with disabilities. Please contact Trish King (tking@gordonconwell.edu), who coordinates services for students with disabilities at the Charlotte campus. Any student who has a learning, orthopedic, sensory or psychiatric condition that substantially limits one or more major life activities and who would benefit from accommodations may be eligible for assistance. Students may contact Trish King in person, by phone at (704) or by at tking@gordonconwell.edu for more information. Cancellation of Class In the event the seminary has to cancel a class meeting (impending storm, professor illness, etc.), the Registration Office will send out an (via the GCTS account) notification to all students registered in the respective course. If the cancelation occurs the day of the scheduled meeting, the Registration Office will also attempt to contact students via their primary phone contact on record. The professor will contact the students (via GCTS account) regarding make-up. If a weekend class is cancelled, the class will be made up during the scheduled Make-Up weekend (see the academic calendar for the designated dates). For more info, consult your Student Handbook. Extension Policy Arrangements for submission of late work at a date on or before the last day to submit written work, as noted on the seminary s Academic Calendar, are made between the student and professor. Formal petition to the Registration Office is not required at this time. This includes arrangements for the rescheduling of final exams. However, course work (reading and written) to be submitted after the publicized calendar due date, must be approved by the Registration Office. An extension form, available online, must be submitted to the Registration Office prior to the last day to submit written work. Requests received after this date will either be denied or incur additional penalty. For a full discussion of this policy, please consult the Student Handbook. Grades Grades are posted on line within twenty-four hours of receipt from the professor. Students are expected to check their CAMS student portal in order to access posted grades. Those individuals who need an official grade report issued to a third party should put their request in writing to the Registration Office. Faculty have six weeks from the course work due date to submit a final grade. Returned Work Work submitted through Sakai will be returned via Sakai since no hard copies will be turned in. Enclose a self-addressed, stamped envelope with any hard copy work submitted if you wish to have it returned.

12 CO750 Counseling for Crisis and Addiction Maclin 12 BIBLIOGRAPHY Allender, D. (2008). The wounded heart: Hope for adult victims of childhood sexual abuse. Colorado Springs, CO: NavPress. Allender, D. & Longman, T. (2015). The cry of the soul: How our emotions reveal our deepest questions about God. Colorado Springs, CO: NavPress Courtois, C.A. & Ford, J.D. (2013). Treatment of complex trauma: A sequenced, relationship based approach. New York: Guildford press. Cross, J. (2017). Writing ourselves whole: Using the power of your own creativity to recover and heal from sexual trauma. Coral Gables, FL: Mango Publishing. Daum, D. & Brandt, J. Ed. (2017). Parenting with PTSD: The impact of childhood abuse on parenting. Create Space Independent Publishing. Devine, M. (2017) It s okay that you re not okay: Meeting grief and loss in a culture that doesn t understand. New York: Sounds True. Fine, C. (1997). No time to say goodbye: Surviving the suicide of a loved one. New York, NY: Main Street Books. Handy, M. (2010). No comfort zone: Notes on living with posttraumatic stress disorder. Madison, WI: Mocassa Press. Herman, J. (2015). Trauma and recovery: The aftermath of violence from domestic abuse to political terror. New York: Basic Books. Hodges, S.J. IV & Leonard, K. (2011). Grieving with hope: Finding comfort as you journey through loss. Grand Rapids, MI: BakerBooks. Lewis, J.A., Dana, R.Q. & Blevins, G.A. (1988) Substance abuse counseling: An individualized approach. Pacific Grove, CA: Brooks/Cole Publishing Co. Lusko, L. (2015). Through the eyes of a lion: Facing impossible pain, finding incredible power. Nashville, TN: Thomas Nelson. Miller, G. (2012). Group exercised for addiction counseling. Hoboken, NJ: John Wiley & Sons. Pita, D.D. (2004). Addictions counseling: A practical and comprehensive guide for counseling people with addictions. New York: A Crossroad Publishing Company. Tervo, R. (2017). Shattered: From grief to joy after my son s suicide. U.S.: Wandering Poet Publishing.

13 CO750 Counseling for Crisis and Addiction Maclin 13 Van Der Kolk, B. (2014) The body keeps the score: Brain, mind and body in the healing of trauma. New York, NY: Penguin Books. Veldt, L. (2010). Written in tears: A grieving father s journey through Psalm 103. Grand Rapids, MI: Discovery House Publishers. Worden, J.W. (2008). Grief counseling and grief therapy: A handbook for the mental health practitioner (4 th ed.). Springer Publishing.