COURSE CODE: PSYC6353 ADDICTIONS SYLLABUS Part 1: Administrative Matters:

Initially Prepared on January 1, 2020

Prepared by Don Zeman

Initial approval date: January 1, 2020

Major Revision Prepared on [date]

Major Revision prepared by [developer]

Revised version approval date:

Designated course lead: Phuong-Anh Urga Current version first offered on: July 11, 2022 (22S)

Program Curriculum Committee

approval history:

• March 29, 2022 • • • • •

Qualifications required to teach the course:

o Education: Doctorate in counselling/psychotherapy or a related field; if in a related field, her/his practice and scholarship will be rooted in counselling and psychotherapy. o Professional licensure/registry in counselling/psychotherapy or a closely related field. o Disciplinary and sub-disciplinary expertise: Familiarity with the counsellor educational (preferably Canadian education), professional, and regulatory context of counselling and psychotherapy. o Ongoing practice, training and supervision in theoretical understanding or application.

Part 2: Overview Prerequisites Courses that would typically predate this course are

• PSYC 6104 - Biopsychosocial Approach to Counselling • PSYC 6113 - Theories of Personality

Credit Hours: 3 Course Description This course provides an introduction to the assessment and treatment of addictions. Emphasis will be placed on examining the various methods, strategies, and techniques used to assess

addictions as well as other problem areas that may co-exist or underlie addictions. Emphasis will also be placed on examining the various psychotherapeutic modalities and approaches, as well as the various treatment setting options. Course Learning Outcomes Upon successful completion of this course students will be able to

• examine the various methods, strategies, and techniques used to assess chemical and behavioural addictions;

• identify other problem areas that may co-exist or underlie addictions; • compare and contrast the various psychotherapeutic modalities and approaches in the

treatment of addictions; and • differentiate between the various addictions, and addiction treatment setting options

available. Method(s) of instruction: Course has been designed to be delivered exclusively online. Required Materials

Miller, G. (2015). Learning the language of addiction counseling (4th ed.). Hoboken, NJ: John Wiley & Sons. Other materials posted in the course website from time to time.

Grading Components

Graded Item % of Total Grade

Due Date

1. Discussion 20 Weekly 2. Personal Philosophy Statement 10 End of Unit 1 3. Case studies 20 End of Units 2 and

3 4. Critical Reflection 20 End of Unit 4 5. Major Paper 30 End of Unit 5 Total 100%

Part 3: Course Schedule Unit 1: Identification, Assessment, and Treatment of Addiction

UNIT LEARNING OUTCOMES

Upon successful completion of this unit, students will be able to • examine the main models of addiction counselling; • analyze the history of three influences on addiction counselling; • examine how one’s own models of addiction and understanding of influences impact the

view of the addicted client, the cause of addiction, and treatment approaches;

• construct a personal theoretical framework of addiction counselling; • justify the use of theories of addiction counselling in their clinical work with the addictive

process; • formulate a general chemical dependency assessment approach; • evaluate both broad and specific assessment instruments; and • integrate the various sources of information in an assessment process.

REQUIRED CONTENT

Textbook Miller, G. (2015). Learning the language of addiction counseling (4th ed.). Hoboken, NJ:

John Wiley & Sons. Chapter 1 Chapter 2 Chapter 3 Chapter 9 (pp273-277)

Articles & Online Content

• Beck, A. K., Forbes, E., Baker, A. L., Kelly, P. J., Deane, F. P., Shakeshaft, A., & Kelly, J. F. (2017). Systematic review of SMART Recovery: Outcomes, process variables, and implications for research. Psychology of Addictive Behaviors, 31(1), 1-20. http://dx.doi.org/10.1037/adb0000237 ; http://dx.doi.org/10.1037/adb0000237.supp

• Canadian Centre on Substance Use and Addiction. (n.d.). Canadian drug trends. https://www.ccsa.ca/canadian-drug-trends

• Centre for Addiction and Mental Health. (n.d.). Mental health and addiction 101 series: Introduction to addiction. https://moodle8.camhx.ca/moodle/mod/book/view.php?id=82

• Del Boca, F. K., McRee, B., Vendetti, J., & Damon, D. (2017). The SBIRT program matrix: A conceptual framework for program implementation and evaluation. Addiction, 112(S2), 12-22. doi:10.1111/add.13656

• Miller, G. (2015). Chapter 00 Philosophical overview. Learning the language of addiction counseling (4th ed.). [Video]. Hoboken, NJ: John Wiley & Sons. http://bcove.me/ouseqcip

• National Institute of Drug Abuse. (2018). Commonly abused drug charts. https://www.drugabuse.gov/drugs-abuse/commonly-abused-drugs-charts

ASSIGNMENT Personal Philosophy Statement

• Value: 10% of final grade. • Due on or before 11:55 p.m. AT on Sunday of Unit 1.

DISCUSSION

1.1. Models of Addiction and Influences on Addiction Counselling

How have the models of addiction and influences on addiction counselling affected your view of individuals with addiction, the cause of addiction, and addiction treatment approaches?

1.2. Transtheoretical Model and Theoretical Techniques After reading Chapters 2 and 3 in the Miller (2015) text, where you are first introduced to the stages of model, read pages 273 to 277 in Chapter 9 and then identify the relevant treatment needs at each stage and the relevant strategies to use at each stage.

Introduce yourself Visit the various forums, especially the Please Introduce Yourself forum, and leave a brief post letting your classmates know a bit about you and read up on the backgrounds of the many peers with whom you will be sharing and working in many of your future courses.

Unit 2: Co-Occurring Disorders, Behavioural Addictions, and Treatment-Related Issues UNIT LEARNING OUTCOMES

Upon successful completion of this unit, students will be able to • formulate an understanding of the various types of co-occurring disorders and behavioural

addictions; • compare some of the general issues in assessing co-occurring disorders and behavioural

addictions; • formulate a general approach to treating co-occurring disorders and behavioural addictions; • differentiate between basic crisis counselling approaches; • evaluate stages of group development as they apply to clients with addictions; • examine family dynamics as they relate to addictions; • understand the impact of sexual, HIV/AIDS, IPV, and homelessness issues on LGBT and

queer clients with addictions; and • examine some counselling approaches that may be used in response to these issues.

REQUIRED CONTENT

Textbook Miller, G. (2015). Learning the language of addiction counseling (4th ed.). Hoboken, NJ:

John Wiley & Sons. Chapter 4 Chapter 5 Chapter 6

Articles & Online Content Canadian Broadcasting Corporation. (2017, August 2). Toronto youth documents his life

of homelessness and addiction [Video]. https://www.youtube.com/watch?v=g4P8PJf4-NY

[In this recent YouTube video, a Toronto youth discusses homelessness and addiction.] Closson, K., McNeil, R., McDougall, P., Fernando, S., Collins, A. B., Turje, R. B., &

Parashar, S. (2016). Meaningful engagement of people living with HIV who use drugs: Methodology for the design of a Peer Research Associate (PRA) hiring model. Harm Reduction Journal, 13(26), 1-7. https://www.researchgate.net/publication/309039126_Meaningful_engagement_of_people_living_with_HIV_who_use_drugs_Methodology_for_the_design_of_a_Peer_Research_Associate_PRA_hiring_model

Golebiowska, M., & Golebiowska, B. (2018). Newest findings on gaming addiction treatment. Journal of Education, Health and Sport, 8(8), 112-122. https://zenodo.org/record/1298732#.XFsObFxKiUk

Lang, B., & Rosenberg, H. (2017). Public perceptions of behavioral and substance addictions. Psychology of Addictive Behaviors, 31(1), 79-84. http://dx.doi.org/10.1037/adb0000228

Mendelson, B. (2014). Addicts’ safe haven in Vancouver helps control HIV. [Video]. http://www.voanews.com/content/addicts-safe-haven-in-vancouver/1960780.html

[This brief write-up and video are about Vancouver’s infamous Insite, North America’s first supervised injection facility.]

Miller, G. (2015). Ch05 General Counselor Suggestions. Learning the language of addiction counseling (4th ed.). [Video]. Hoboken, NJ: John Wiley & Sons. http://bcove.me/u61lde04

[In this brief video clip, Dr. Miller outlines general counsellor guidelines as discussed in Chapter 5 of the text.]

Toto, G. A., & Strazzeri, I. (in press). Sport and physical education as prevention against

technological addictions. Journal of Human Sport and Exercise. https://rua.ua.es/dspace/bitstream/10045/79389/1/JHSE_14-1_InPress_11.pdf

OPTIONAL RESOURCES

Short videos about concurrent disorders: National Alliance on Mental Illness. (n.d.). Dual diagnosis. http://www.nami.org/Learn-

More/Mental-Health-Conditions/Dual-Diagnosis

• This is a resource on co-occurring disorders from the National Alliance for the Mentally Ill.

Substance Abuse and Mental Health Services Administration. (2019). Anger management for substance abuse and mental health clients. Rockville, MD: U.S. Department of Health and Human Services. https://store.samhsa.gov/sites/default/files/d7/priv/anger_management_workbook_508_compliant.pdf

• Resource on anger management for co-occurring disorders from SAMHSA. Substance Abuse and Mental Health Services Administration. (2020). Substance abuse

treatment for persons with co-occurring disorders: A treatment improvement protocol: Tip 42. Rockville, MD: U.S. Department of Health and Human Services.

https://store.samhsa.gov/sites/default/files/SAMHSA_Digital_Download/PEP20-02-01-004_Final_508.pdf

• SAMHSA resource for dual disorders identification and treatment. ASSIGNMENT

Case Study (Unit 2)

• Complete Case Study 6.4 on pages 157-158 in the Miller (2015) text

• Value: 10% of final grade. • Due on or before 11:55 p.m. AT on Sunday of Unit 2.

DISCUSSION

2.1. Harm Reduction Theoretical Orientation Discuss your view of the harm-reduction theoretical orientation. Specifically, which aspects of it do you agree with and which ones do you disagree with, and why?

2.2. Treatment-Related Issues Sophie is a 35-year-old woman who came to Canada from South America 13 years ago with her husband and two daughters for a better life and to avoid reminders of traumatic incidents. She and her husband separated after five years in Canada and her husband assumed care of the children because Sophie was very unstable and had frequent angry outbursts, regular bouts of self-harm, engaged in impulsive behaviours such as drinking and driving, gambled the family’s rent money, quit her job on the spur of the moment, and frequent interpersonal relationship problems at work. She engaged in frantic efforts to avoid feeling abandoned and drank alcohol daily to cope with stress, unhappiness, and boredom. She came to see you in case counselling could help her. What possible diagnosis could she be struggling with? What would you prioritize in treatment? What difficulties would you have working with her? How would you manage potential countertransference issues?

Unit 3: Relapse Prevention, Self-Help Groups, and Specific Therapies and Techniques Relevant to Addiction Counselling UNIT LEARNING OUTCOMES

Upon successful completion of this unit, students will be able to • examine their approach to relapse-prevention work; • evaluate a relapse-prevention framework for use; • differentiate between counselling techniques that can be used in relapse-prevention work; • illustrate a basic understanding of the 12-step model of addiction recovery, as well as a

working knowledge of alternative, abstinence-based, national self-help groups; and • assess four therapies and evidence-based practices in the addictions field, learn techniques

from these therapies and practices that can be readily used with clients, and determine which theories and techniques best fit your counselling approach.

REQUIRED CONTENT

Textbook Miller, G. (2015). Learning the language of addiction counseling (4th ed.). Hoboken, NJ:

John Wiley & Sons. Chapter 7 Chapter 8 Chapter 9

Articles & Online Content Habit Doc. (2008, April 29). What are the main criticisms of 12-step programs? [Video].

YouTube. https://www.youtube.com/watch?v=6Xd1bxP6U_0 [This video clip nicely summarizes the main criticisms of 12-step programs.] Harris, N., & Mazmanian, D. (2016). Problem internet gamblers’ perspectives on

cognitive behavioural group therapy. International Journal of Mental Health & Addiction, 14(6), 885-895. 10.1007/s11469-015-9622-6

Larimer, M. E., Palmer, R. S., & Marlatt, G. A. (1999). Relapse prevention: An overview of Marlatt’s cognitive-behavioural model. Retrieved from https://pubs.niaaa.nih.gov/publications/arh23-2/151-160.pdf

Menon, J., & Kandasamy, A. (2018). Relapse prevention. Indian Journal of Psychiatry, 60, S473-S478. 10.4103/psychiatry.IndianJPsychiatry_36_18

Miller, G. (2015). Ch07 Treatment Relapse Prevention. Learning the language of addiction counseling (4th ed.). [Video]. Hoboken, NJ: John Wiley & Sons. Retrieved from http://bcove.me/00z9rhac

[In this brief video clip, Dr. Miller outlines relapse prevention as discussed in Chapter 7 of the text.]

Miller, G. (2015). Ch08 Treatment Self-help Groups. Learning the language of addiction counseling (4th ed.). [Video]. Hoboken, NJ: John Wiley & Sons. Retrieved from http://bcove.me/zn05r55t

[In this second brief video clip, Dr. Miller outlines treatment of addicts and their families as discussed in Chapter 8 of the text.]

Substance Abuse and Mental Health Services Administration. (2019). Chapter 5—From contemplation to preparation: Increasing commitment. https://store.samhsa.gov/sites/default/files/d7/priv/tip35_final_508_compliant_-_02252020_0.pdf

ASSIGNMENT

Case Study (Unit 3) • Complete Case Study 7.4 on page 219 in the Miller (2015) text • Value: 10% of final grade. • Due on or before 11:55 p.m. AT on Sunday of Unit 3.

DISCUSSION

3.1. Relapse Prevention Your text distinguishes between a lapse and a relapse. Do you believe the distinction is relevant from a treatment perspective? Why or why not? Read the classic paper by Larimer, Palmer, and Marlatt (1999). Demonstrate that you understand the concept of abstinence violation effect (AVE) and indicate how you might intervene effectively during the process. You may wish to also refer to Miller (2015) and Menon and Kandasamy (2018) to support your statements.

Larimer, M. E., Palmer, R. S., & Marlatt, G. A. (1999). Relapse prevention: An overview of Marlatt’s cognitive-behavioural model. Retrieved from https://pubs.niaaa.nih.gov/publications/arh23-2/151-160.pdf

3.2. Motivation or Readiness for Change Read Chapter 5—From contemplation to preparation: Increasing commitment. Describe the strategies you would use to increase clients’ commitment to change. Pay attention to intrinsic motivation and cultural values, while identifying special factors you may need to pay attention to when working with clients who appear not ready to change. Substance Abuse and Mental Health Services Administration. (2019). Chapter 5—From

contemplation to preparation: Increasing commitment. https://store.samhsa.gov/sites/default/files/d7/priv/tip35_final_508_compliant_-_02252020_0.pdf

Unit 4: Cultural Sensitivity, Chronic Pain, Spirituality, and Addictions UNIT LEARNING OUTCOMES

Upon successful completion of this unit, students will be able to • evaluate alcohol and drug use assessment, treatment, and aftercare issues as they relate to

gender, ethnicity, sexual orientation, disability, and age; • integrate an approach and techniques into assessment, treatment, and aftercare issues with

regard to gender, ethnicity, sexual orientation, disability, and age; • interpret the general concepts and issues as they relate to the overlapping areas of pain and

substance abuse; • construct a general counselling approach (assessment and treatment) to pain management

when working with substance-abusing clients; • examine techniques that can be used with substance-abusing clients who live with pain

management issues; • analyze the historical incorporation of spirituality and addiction counselling; • debate some of the barriers and bridges to the incorporation of spirituality in addiction

counselling; and • propose some counselling strategies that facilitate the incorporation of spirituality in

addiction counselling.

REQUIRED READING AND TASKS

Textbook Miller, G. (2015). Learning the language of addiction counseling (4th ed.). Hoboken, NJ:

John Wiley & Sons. Chapter 10 Chapter 11 Chapter 12

Articles & Online Content Agic, B., Mann, R. E., Tuck, A., Ialomiteanu, A., Bondy, S., Simich, L., & Ille, G. (2016).

Alcohol use among immigrants in Ontario, Canada. Drug & Alcohol Review, 35(2), 196-205. https://doi.org/10.1111/dar.12250

AHJAddictions. (2013, January 29). Addicting pain medication video [Video]. YouTube. https://www.youtube.com/watch?v=Ykbja9pzTd8

Krentzman, A. R. (2017). Longitudinal differences in spirituality and religiousness between men and women in treatment for alcohol use disorders. Psychology of Religion and Spirituality, 9(S1), S11-S21. https://doi.org/10.1037/rel0000096

Nam, E., Matejkowski, J., & Lee, S. (2017). Racial/ethnic differences in contemporaneous use of mental health and substance use treatment among individuals experiencing both mental illness and substance use disorders. Psychiatric Quarterly, 88(1), 185-198. https://doi.org/10.1007/s11126-016-9444-0

Shahram, S. Z., Bottorff, J. L., Oelke, N. D., Kurtz, D. L. M., Thomas, V., Spittal, P. M., & For the Cedar Project Partnership. (2017). Mapping the social determinants of substance use for pregnant-involved young Aboriginal women. International Journal of Qualitative Studies on Health & Well-Being, 12(1). https://doi.org/10.1080/17482631.2016.1275155

ASSIGNMENT

Critical Reflection • Value: 20% of final grade. • Due on or before 11:55 p.m. AT on Sunday of Unit 4.

DISCUSSION

4.1. Cultural Sensitivity Imagine that you are engaged in addiction counselling with a pregnant woman who belongs to an ethnic group different from your own. What would make it difficult for you to work with this client?

4.2. Spirituality and Addiction Counselling Addiction counsellors have to work with people of varying spiritualities and religions, regardless of the counsellor’s beliefs and prejudices. The role of counsellor educators is not to make counsellor trainees feel comfortable but to help them overcome their

discomfort in working with the various presentations of our clients. What are some strategies you might use to manage your discomfort in working on the spiritual issues of clients who are addicted?

Unit 5: Personal and Professional Development of the Addictions Counsellor UNIT LEARNING OUTCOMES

Upon successful completion of this unit, students will be able to • examine some core ethical dilemmas and general ways to approach them; • appraise guidelines for testifying in court; • formulate a perspective and approaches to working in difficult systems; • compare general approaches to working with addicted individuals; • construct a broad perspective on self-care; and • compare the different types of credentials.

REQUIRED READING AND TASKS

Textbook Miller, G. (2015). Learning the language of addiction counseling (4th ed.). Hoboken, NJ:

John Wiley & Sons. Chapter 13 Chapter 14

Articles & Online Content Brownlee, E. (2016). How do counsellors view and practise self-care? Healthcare

Counselling & Psychotherapy Journal, 16(2), 15-17. Devine, M. (2017). Is there a role for counselling in the treatment of addiction? Eisteach:

The Irish Journal of Counselling and Psychotherapy, 17(1), 10-14. Retrieved from https://aran.library.nuigalway.ie/bitstream/handle/10379/6753/Eisteach-Journal-Spring-2017-Art.pdf?sequence=1&isAllowed=y

Huggard, P., Law, J., & Newcombe, D. (2017). A systematic review exploring the presence of vicarious trauma, compassion fatigue, and secondary traumatic stress in alcohol and other drug clinicians. Australasian Journal of Disaster and Trauma Studies, 21(2), 65.72. Retrieved from http://trauma.massey.ac.nz/issues/2017-2/AJDTS_21_2_Huggard.pdf

Meany-Walen, K. K., Davis-Gage, D., & Lindo, N. A. (2016). The impact of wellness-focused supervision on mental health counseling practicum students. Journal of Counseling & Development, 94(4), 464-472. https://doi.org/10.1002/jcad.12105

Miller, G. (2015). Ch11 Self-careshortoption. Learning the language of addiction counseling (4th ed.). [Video]. Hoboken, NJ: John Wiley & Sons. Retrieved from http://bcove.me/axs8sefk

[In this brief video clip, Dr. Miller outlines the importance of self-care as discussed in Chapter 11 of the text.]

OPTIONAL RESOURCES

Canadian Counselling and Psychotherapy Association. (2015). Ethics. Retrieved from http://www.ccpa-accp.ca/ethics/

You may wish to take note of the following link, which will take you to an extensive list of TED Talks on the topic of addiction: https://www.youtube.com/user/TEDxTalks/search?query=addiction

ASSIGNMENTS

Major Paper • Value: 30% of final grade. • Due on or before 11:55 p.m. AT on Sunday of Unit 5.

DISCUSSION

5.1. Gender and Addictions Treatment Your text suggests men and women differ in how they respond to treatment. What implications does this pose in considering counselling approaches?

5.2. Supervision Imagine you are in the process of applying to practicum locations that specialize in substance abuse. What kind of supervisor do you want to support you through the process? What are your future supervisor’s ideal characteristics?

Part 4: Assessments

1. Discussion/Activities

Your discussion grades per question will be based on the rubric. You are expected to contribute to all posts in the units they are posted. In Units 1, 3, & 5, your instructor will provide one grade reflecting your overall contributions to the discussion. It is absolutely critical to be active in these forums throughout the course. You must contribute a minimum number of posts to register a grade for EACH of these three grading periods; a grade of ‘0’ in any grade period (a result of not posting anything in that grade period) will result in a failing of the course overall. The Unit 1 grade will be worth 20% of the final discussion grade, the Unit 3 grade (covering Units 2 & 3 discussions) will be worth 40% of the final discussion grade, and the Unit 5 grade (covering Unit 4 & 5 discussions) will be worth 40% of the final discussion grade. Class discussion is an important and significant part of an online course. The discussion boards are the heart of these discussions and student engagement is essential for their success. While class discussion can be characterized by free-flowing conversation and the exchange of ideas, there are identifiable characteristics that distinguish outstanding contributions to class discussion. The criteria on this rubric will be used to assess the quality of your initial postings and responses to the postings and comments of your peers and instructor during class discussion.

2. ASSIGNMENT # 1 – Personal Philosophy Statement

Summary Value: 10 % of the final Grade Due Date: on or before 11:55 p.m. AT on Sunday of Unit 1

Learning Objectives: • Critically reflect upon your personal, professional, and/or academic experiences and/or

exposure to addiction or addiction counselling. • Analyze how your personal, professional, and/or academic experiences, observations, and

values have shaped your current attitudes, assumptions, and beliefs about addictions, addiction counselling, or a particular issue or problem-related to addiction counselling. Consider the influence of your own cultural background, social location, and intersectionality.

• Articulate a conceptualization of addiction, addiction counselling, or a particular issue or problem-related to addiction counselling that reflects the synthesis of your personal, professional, and/or academic experiences, assumptions, and values.

• Critically evaluate your conceptualization/philosophy by considering what gaps might exist in your understanding and how your conceptualization/philosophy challenges, or might be challenged by, other perspectives.

• Consider how your conceptualization/philosophy of addiction might inform or guide your learning goals, aspirations, or future work as a counsellor.

Purpose: Reflective analysis offers students the opportunity to consider how their personal experiences and observations have shaped their understanding of addiction, as well as their openness to new ideas and perspectives. Articulating a clear and succinct personal philosophy statement offers students the opportunity to: (1) acknowledge how their conceptualization is shaped by assumptions, preconceived ideas, and experience, (2) derive a degree of clarity and direction regarding their values, beliefs, and aspirations related to addiction counselling, and (3) make connections to future learning goals and clinical work. The purpose of completing statements at both the beginning (personal philosophy statement) and near the end (critical reflection) of the course is to provide an opportunity for students to reflect on their learning throughout the course and to consider how the course material might have challenged, reinforced, or broadened the student’s attitudes, conceptualization, learning goals, or aspirations.

Instructions

• Please upload an MS Word file containing your Personal Philosophy Statement on or before 11:55 p.m. AT on Sunday of Unit 1.

• The use of resources, including the Miller (2015) text, is not required for this exercise. This is your current personal philosophy statement about an addiction and counselling related issue or topic, not someone else's opinion. This is your opportunity to demonstrate that you have thought critically about some aspect of addictions/addictions counselling.

• The paper must include a title page, a references page (if relevant), and conform to current APA style and formatting. Your paper should have a clear focus, a coherent

organizational flow, developed ideas, and a conclusion that highlights the learning derived from the process of developing and articulating your personal philosophy statement.

• A succinct personal philosophy statement is written in the present tense and will be 2 double-spaced pages in length (approximately 500 words). Writing in first person is expected; however, you should maintain a formal tone.

• Avoid technical terms. Remember, this is a personal statement. • Own your philosophy. For this exercise to be a meaningful learning experience, it is

important that you honestly reflect on, and articulate, your beliefs. You will not offend your professor, nor will you be judged on your statements.

Structure • Required components: Title page and, if relevant, a references page. As this your current

personal philosophy statement about an addiction and counselling related issue or topic, no references are required. However, if your personal philosophy has been shaped significantly by specific resources/influences and you would like to reference these, adhere to APA formatting for citations and references.

• Length of Assignment: The text body of paper (i.e., not including title page) should consist of approximately 500 words, (i.e., 2 double-spaced typed pages, Times New Roman font size: 12).

• Format: Please, format your assignment in Word (files with extension .doc or .docx), or Rich Text Format (files with extension .rtf).

• References: As this your current personal philosophy statement about an addiction and counselling related issue or topic, no references are required.

Considerations

It is important to know the line between deep reflection of personal experiences and revealing too much information about your personal life. Be cautious about what you share as it pertains to your personal life and attempt to focus the reflection on how your personal experiences have influenced your attitudes, assumptions, and understanding of addiction or addiction counselling (vs. focusing on the details of your experiences).

Resources

No references are required for this assignment; however, any sources used to support your written narrative should be cited using correct APA format. Although Wikipedia can be a useful starting place to gather very general information no Wikipedia references will be accepted as scholarly citations. Use the Yorkville University Library and the EBSCO tool for academic search. It is important to select credible sources for assignments. This resource will assist students in determining which sources are credible: https://my.yorkvilleu.ca/ask/credible-source-guide/

Submission Notes

The “Submit” button will appear 72 hours before the due date for this assignment. This means that you must upload the final draft of your assignment during this 72-hour period from when the button appears and the due date passes. Please do not email your submissions to your professor, either before or after the due date; all coursework should be submitted through the online course (Moodle).

• Please review the instructions for Submitting Turnitin Assignments found in Module 2 of the MACP Student Orientation.

• Please review the instructions for Reviewing Feedback in Turnitin found in Module 2 of the MACP Student Orientation.

• The system will not allow you to resubmit after the due date. In the event of an emergency situation preventing you from submitting within this time frame, special permission must be obtained from your professor prior to the deadline. Documentation substantiating emergency is required. In such a circumstance, if the extension is granted, the professor will reopen the submission function for you on an individual basis.

Evaluation The following rubric indicates those areas you should be focusing on in preparing your assignment, and how the professor will weigh these components relative to one another.

Criteria 10% of Final Grade

Mechanics (accurate use of APA formatting and adherence to APA style and formatting)

0 mistakes = 10

1 - 3 mistakes = 7

3 - 6 mistakes = 3

More than 6 mistakes = 0

/10

Conceptualization of problem or issue

Clearly articulated, concise description of conceptualization = 20

Less clearly articulated, concise description of conceptualization = 15

Lacks clearly articulated or concise description of conceptualization = 10

Lacking both clearly articulated and concise description of conceptualization= 5

/20

Justification for conception/philosophy

Clearly articulated, concise description justification = 20

Less clearly articulated, concise justification = 15

Lacks clearly articulated or concise justification = 10

Lacking both clearly articulated and concise justification = 5

/20

Personalization/Adaptation to Self (i.e., how is this is a personal philosophy statement?)

Reflection specifically addresses a clear adaptation to the individual’s personal beliefs and experiences = 30

Reflection lacks introspection/understanding of own learning process, or lack of development of personalized/individualized application of concepts = 20

Reflection is superficial = 10

/30

Organization and Flow

Paper utilizes harmony and integration with a unified theme/purpose = 20

Document is organized into discernible sections and transitions that help guide the reader from start to end = 15

Document contains sequences of organized thoughts, but the organization does not carry throughout = 10

Document lacks a central organization and structure. Thoughts and ideas are randomly presented without clear purpose or connection = 5

/20

TOTAL /100

3. ASSIGNMENT # 2 - Case Study (Unit 2) Summary

Value: 10 % of the final Grade Due Date: on or before 11:55 p.m. AT on Sunday of Unit 2

Learning Objectives: • Identify the key the issues of the case. • Analyze the case using key theoretical concepts from the course materials. • Formulate a coherent course of action that flows from a developing conceptualization of

the prioritized problems. • Critically evaluate and justify your recommendations by consulting the academic

literature. • Use reflective analysis to consider how the “person of the therapist” might be impacted

by this case. Purpose:

Case studies provide students the opportunity to: (1) demonstrate that they have done the assigned readings for the week and are familiar with the concepts, (2) synthesize learning materials, and (3) practice applying critical-thinking and decision-making skills. They provide an overview of a real-life situation, merging theoretical knowledge and practical elements through a structured narrative.

Instructions • The source of the case study is the course textbook: Miller, G. (2015). Learning the

language of addiction counseling (4th ed.). John Wiley & Sons. o Case Study 6.4 on pages 157-158

• Read the case study carefully and completely and address all of the questions in your submission.

• Answer each question separately using the questions as headings (i.e., each question is its own mini essay). These are the four (4) questions to answer for this case study:

1. What tentative co-occurring diagnosis might you give William? 2. What would be your first intervention strategy with him? 3. What overall plan would you develop for dealing with his issues? 4. Are there any portions of his story that would make it difficult for you to work

with him?

• The use of first person, active voice is appropriate; maintain a formal tone. • The case study must include a title page, a references page, and conform to current APA

style and formatting.

Structure • Required components: Title page, references page • Length of Assignment: The text body of paper (i.e., not including title page or references

page) should consist of approximately 1000-1250 words, (i.e., 4-5 double-spaced typed pages, Times New Roman font size: 12).

• Format: Please, format your assignment in Word (files with extension .doc or .docx), or Rich Text Format (files with extension .rtf).

• References: At least five (5) additional recent (last 10 years), peer-reviewed sources beyond any course material for the case study to help meet the requirement of “well-documented evidence” and “supplements case study with relevant and thoughtful research” (criterion 4 & 5 on the rubric).

Considerations

o Question 1 of the case study asks, “What tentative co-occurring diagnosis might you give William?” It is important to remember that the communication of a psychological diagnosis is a controlled act restricted to qualified members of certain colleges/designations (e.g., GPs, psychiatrists, psychologists). Accordingly, be mindful of your wording in responding to this question so that it is clear you are operating within your scope of practice.

o Question 4 asks, ‘Are there any portions of his story that would make it difficult for you to work with him?’ When answering this question, consider your own cultural background, social location, and intersectionality. How might your own worldviews, beliefs, values, attitudes, and social conditioning be challenged and, thus, impact your ability to cultivate an effective therapeutic relationship and alliance?

Resources Any sources used to support your written narrative should be cited using correct APA format. Although Wikipedia can be a useful starting place to gather very general information no Wikipedia references will be accepted as scholarly citations. Use the Yorkville University Library and the EBSCO tool for academic search. It is important to select credible sources for assignments. This resource will assist students in determining which sources are credible: https://my.yorkvilleu.ca/ask/credible-source-guide/

Submission Notes The “Submit” button will appear 72 hours before the due date for this assignment. This means that you must upload the final draft of your assignment during this 72-hour period from when the button appears and the due date passes. Please do not email your submissions to your professor, either before or after the due date; all coursework should be submitted through the online course (Moodle).

• Please review the instructions for Submitting Turnitin Assignments found in Module 2 of the MACP Student Orientation.

• Please review the instructions for Reviewing Feedback in Turnitin found in Module 2 of the MACP Student Orientation.

• The system will not allow you to resubmit after the due date. In the event of an emergency situation preventing you from submitting within this time frame, special permission must be obtained from your professor prior to the deadline. Documentation substantiating emergency is required. In such a circumstance, if the extension is granted, the professor will reopen the submission function for you on an individual basis.

Evaluation The following rubric indicates those areas you should be focusing on in preparing your assignment, and how the professor will weigh these components relative to one another.

Criteria 10% of Final Grade

Mechanics (accurate use of APA formatting and adherence to APA style and formatting)

0 mistakes = 10

1 - 3 mistakes = 7

3 - 6 mistakes = 3

More than 6 mistakes = 0

/10

Identification of Main Issues/Problems

Identifies and demonstrates a sophisticated understanding of the main issues/problems in the case study = 11 - 15

Identifies and demonstrates an accomplished understanding of most of the issues/problems = 6 - 10

Identifies and demonstrates an acceptable understanding of some of the issues/problems in the case study = 0 - 5

/15

Analysis and Evaluation of Issues/Problems

Presents an insightful and thorough analysis of all identified issues/problems = 21 - 30

Presents a thorough analysis of most of the issues identified = 11 to 20

Presents a superficial or incomplete analysis of some of the identified issues = 0 - 10

/30

Recommendations on Effective Solutions/Strategies

Supports opinions with strong arguments and well- documented evidence; presents a balanced and critical view; interpretation is both reasonable and objective = 21 - 30

/30

Supports opinions with limited reasoning and evidence; presents a somewhat one-sided argument; demonstrates little engagement with ideas presented = 11 - 20

Little or no action suggested and/or inappropriate solutions proposed to the issues in the case study = 0 - 10

Links to Course Readings and Additional Research

Makes appropriate and powerful connections between identified issues/problems and the strategic concepts studied in the course readings; supplements case study with relevant and thoughtful research and documents all sources of information = 11 - 15

Makes appropriate but somewhat vague connections between identified issues/problems and concepts studied in readings; supplements case study with limited research = 6 - 10

Makes inappropriate or little connection between issues identified and the concepts studied in the readings; supplements case study, if at all, with incomplete research and documentation = 0 - 5

/15

TOTAL /100

4. ASSIGNMENT # 3 - Case Study (Unit 3) Summary

Value: 10 % of the final Grade Due Date: on or before 11:55 p.m. AT on Sunday of Unit 3

Learning Objectives: • Identify the key the issues of the case. • Analyze the case using key theoretical concepts from the course materials. • Formulate a coherent course of action that flows from a developing conceptualization of

the prioritized problems. • Critically evaluate and justify your recommendations by consulting the academic

literature. Purpose:

Case studies provide students the opportunity to: (1) demonstrate that they have done the assigned readings for the week and are familiar with the concepts, (2) synthesize learning materials, and (3) practice applying critical-thinking and decision-making skills. They provide an overview of a real-life situation, merging theoretical knowledge and practical elements through a structured narrative.

Instructions • The source of the case study is the course textbook: Miller, G. (2015). Learning the

language of addiction counseling (4th ed.). John Wiley & Sons. o Case Study 7.4 on page 219

• Read the case study carefully and completely and address all of the questions in your submission.

• Answer each question separately using the questions as headings (i.e., each question is its own mini essay). These are the four (4) questions to answer for this case study:

5. What are the high-risk situations for Jeff? 6. What coping responses might he lack in those high-risk situations? 7. How do you perceive his self-efficacy level in terms of his recovery, and how

might that be a dangerous match with his positive outcome expectancies of the alcohol and drugs?

8. Based on his story, what are some possible abstinence violation effects Jeff may experience after using?

• The use of first person, active voice is appropriate; maintain a formal tone. • The case study must include a title page, a references page, and conform to current APA

style and formatting.

Structure • Required components: Title page, references page • Length of Assignment: The text body of paper (i.e., not including title page or references

page) should consist of approximately 1000-1250 words, (i.e., 4-5 double-spaced typed pages, Times New Roman font size: 12).

• Format: Please, format your assignment in Word (files with extension .doc or .docx), or Rich Text Format (files with extension .rtf).

• References: At least five (5) additional recent (last 10 years), peer-reviewed sources beyond any course material for the case study to help meet the requirement of “well-documented evidence” and “supplements case study with relevant and thoughtful research” (criterion 4 & 5 on the rubric).

Considerations N/A Resources

Any sources used to support your written narrative should be cited using correct APA format. Although Wikipedia can be a useful starting place to gather very general information no Wikipedia references will be accepted as scholarly citations. Use the Yorkville University Library and the EBSCO tool for academic search. It is important to select credible sources for assignments. This resource will assist students in determining which sources are credible: https://my.yorkvilleu.ca/ask/credible-source-guide/

Submission Notes The “Submit” button will appear 72 hours before the due date for this assignment. This means that you must upload the final draft of your assignment during this 72-hour period from when the button appears and the due date passes. Please do not email your submissions to your professor, either before or after the due date; all coursework should be submitted through the online course (Moodle).

• Please review the instructions for Submitting Turnitin Assignments found in Module 2 of the MACP Student Orientation.

• Please review the instructions for Reviewing Feedback in Turnitin found in Module 2 of the MACP Student Orientation.

• The system will not allow you to resubmit after the due date. In the event of an emergency situation preventing you from submitting within this time frame, special permission must be obtained from your professor prior to the deadline. Documentation substantiating emergency is required. In such a circumstance, if the extension is granted, the professor will reopen the submission function for you on an individual basis.

Evaluation The following rubric indicates those areas you should be focusing on in preparing your assignment, and how the professor will weigh these components relative to one another.

Criteria 10% of Final Grade

Mechanics (accurate use of APA formatting and adherence to APA style and formatting ation)

0 mistakes = 10

1 - 3 mistakes = 7

3 - 6 mistakes = 3

More than 6 mistakes = 0

/10

Identification of Main Issues/Problems

Identifies and demonstrates a sophisticated understanding of the main issues/problems in the case study = 11 - 15

Identifies and demonstrates an accomplished understanding of most of the issues/problems = 6 - 10

/15

Identifies and demonstrates an acceptable understanding of some of the issues/problems in the case study = 0 - 5

Analysis and Evaluation of Issues/Problems

Presents an insightful and thorough analysis of all identified issues/problems = 21 - 30

Presents a thorough analysis of most of the issues identified = 11 to 20

Presents a superficial or incomplete analysis of some of the identified issues = 0 - 10

/30

Recommendations on Effective Solutions/Strategies

Supports opinions with strong arguments and well- documented evidence; presents a balanced and critical view; interpretation is both reasonable and objective = 21 - 30

Supports opinions with limited reasoning and evidence; presents a somewhat one-sided argument; demonstrates little engagement with ideas presented = 11 - 20

Little or no action suggested and/or inappropriate solutions proposed to the issues in the case study = 0 - 10

/30

Links to Course Readings and Additional Research

Makes appropriate and powerful connections between identified issues/problems and the strategic concepts studied in the course readings; supplements case study with relevant and thoughtful research and documents all sources of information = 11 - 15

Makes appropriate but somewhat vague connections between identified issues/problems and concepts studied in readings; supplements case study with limited research = 6 - 10

Makes inappropriate or little connection between issues identified and the concepts studied in the readings; supplements case study, if at all, with incomplete research and documentation = 0 - 5

/15

TOTAL /100

5. ASSIGNMENT # 4 – Critical Reflection Summary

Value: 20 % of the final Grade Due Date: on or before 11:55 p.m. AT on Sunday of Unit 4

Learning Objectives: • Critically reflect upon your learning process throughout the course and consider how the

course concepts, new knowledge, etc. have been assimilated or accommodated. • Critically review the personal philosophy statement that you wrote during Unit 1 and

analyze how it has been reinforced, challenged, or changed by your learning throughout the course.

• Articulate your current/revised personal philosophy statement and provide empirical support from the research literature.

• Critically evaluate your conceptualization/philosophy by considering what gaps might exist in your understanding and how your conceptualization/philosophy challenges, or might be challenged by, other perspectives.

• Consider how your conceptualization/philosophy of addiction might inform or guide your learning goals, aspirations, or future work as a counsellor.

Purpose:

Reflective analysis offers students the opportunity to consider how their personal experiences and observations have shaped their understanding of addiction, as well as their openness to new ideas and perspectives. Articulating a clear and succinct personal philosophy statement offers students the opportunity to: (1) acknowledge how their conceptualization is shaped by assumptions, preconceived ideas, and experience, (2) derive a degree of clarity and direction regarding their values, beliefs, and aspirations related to addiction counselling, and (3) make connections to future learning goals and clinical work. The purpose of completing statements at both the beginning (personal philosophy statement) and near the end (critical reflection) of the course is to provide an opportunity for students to reflect on their learning throughout the course and to consider how the course material might have challenged, reinforced, or broadened the student’s attitudes, conceptualization, learning goals, or aspirations.

Instructions

• The use of resources, including the Miller (2015) text, is required for this assignment. In addition to the Miller (2015) text, at least three (3) recent (last 5 years) peer-reviewed journal articles are required for this assignment.

• Content is based on the Personal Philosophy Statement (PPS) assignment. • This assignment requires the use of current APA style and formatting. Aside from those

requirements, as was the case with the PPS, there is no right or wrong way to write a critical reflection (follow the grading rubric for guidance).

• A succinct critical reflection is written in the present tense and will be four (4) double-spaced pages in length (Times New Roman). Writing in first person is appropriate; maintain a formal tone.

• Own your critical reflection. For this exercise to be a meaningful learning experience, it is important that you honestly reflect on and articulate your beliefs, regardless of whether or not the research literature supports your philosophy. Again, you will not offend your professor, nor will you be judged on your statements.

Structure • Required components: Title page, references page • Length of Assignment: The text body of paper (i.e., not including title page or references

page) should consist of approximately 1000 words, (i.e., 4 double-spaced typed pages, Times New Roman font size: 12).

• Format: Please, format your assignment in Word (files with extension .doc or .docx), or Rich Text Format (files with extension .rtf).

• References: At least three (3) additional recent (last 5 years), peer-reviewed sources beyond any course material.

Considerations

It is important to know the line between deep reflection of personal experiences and revealing too much information about your personal life. Be cautious about what you share as it pertains to your personal life and attempt to focus the reflection on how your personal experiences have influenced your attitudes, assumptions, and understanding of addiction or addiction counselling (vs. focusing on the details of your experiences).

Resources

Any sources used to support your written narrative should be cited using correct APA format. Although Wikipedia can be a useful starting place to gather very general information no Wikipedia references will be accepted as scholarly citations. Use the Yorkville University Library and the EBSCO tool for academic search. It is important to select credible sources for assignments. This resource will assist students in determining which sources are credible: https://my.yorkvilleu.ca/ask/credible-source-guide/

Submission Notes The “Submit” button will appear 72 hours before the due date for this assignment. This means that you must upload the final draft of your assignment during this 72-hour period from when the button appears and the due date passes. Please do not email your submissions to your professor, either before or after the due date; all coursework should be submitted through the online course (Moodle).

• Please review the instructions for Submitting Turnitin Assignments found in Module 2 of the MACP Student Orientation.

• Please review the instructions for Reviewing Feedback in Turnitin found in Module 2 of the MACP Student Orientation.

• The system will not allow you to resubmit after the due date. In the event of an emergency situation preventing you from submitting within this time frame, special permission must be obtained from your professor prior to the deadline. Documentation substantiating emergency is required. In such a circumstance, if the extension is granted, the professor will reopen the submission function for you on an individual basis.

Evaluation The following rubric indicates those areas you should be focusing on in preparing your assignment, and how the professor will weigh these components relative to one another.

Criteria 20% of Final Grade

Mechanics (accurate use of APA formatting and adherence to APA style and formatting)

0 mistakes = 10

1 - 3 mistakes = 7

3 - 6 mistakes = 3

More than 6 mistakes = 0

/10

Self-Disclosure

Seeks to understand concepts by examining openly your own experiences in the past as they relate to the topic, to illustrate points you are making. Demonstrates an open non-defensive ability to self-appraise, discussing both growth and frustrations as they related to learning in class. Risks asking probing questions about self and seeks to answer these = 21 - 30

Seeks to understand concepts by examining somewhat cautiously your own experiences in the past as they relate to the topic. Sometimes defensive or one-sided in your analysis. Asks some probing questions about self, but do not engage in seeking to answer these = 11 - 20

/30

Little self-disclosure, minimal risk in connecting concepts from class to personal experiences. Self-disclosure tends to be superficial and factual, without self-reflection= 0 - 10

Connection to Outside Experiences

In-depth synthesis of thoughtfully selected aspects of experiences related to the topic. Makes clear connections between what is learned from outside experiences and the topic = 21- 30

Goes into some detail explaining some specific ideas or issues from outside experiences related to the topic. Makes general connections between what is learned from outside experiences and the topic = 11-20

Identifies some general ideas or issues from outside experiences related to the topic = 0 - 10

/30

Research Support

Makes appropriate and powerful connections between identified issues/problems and the strategic concepts studied in the course readings; supplements case study with relevant and thoughtful research and documents all sources of information = 14 - 20

Makes appropriate but somewhat vague connections between identified issues/problems and concepts studied in readings; supplements case study with limited research = 7 - 13

Makes an inappropriate or little connection between issues identified and the concepts studied in the readings; supplements case study, if at all, with incomplete research and documentation = 0 - 6

/20

Organization and Flow

Paper utilizes harmony and integration with an unified theme / purpose = 8 - 10

/10

Document is organized into discernible sections and transitions that help guide the reader from start to end = 5 - 7

Document contains sequences of organized thoughts, but the organization does not carry throughout = 2 – 4

Document lacks a central organization and structure. Thoughts and ideas are randomly presented without clear purpose or connection = 0 - 1

TOTAL /100

6. ASSIGNMENT # 5 – Major Paper Summary

Value: 30 % of the final Grade Due Date: on or before 11:55 p.m. AT on Sunday of Unit 5

Learning Objectives: • Synthesize course concepts and learning materials to inform initial questions; utilize

intentional follow-up questions that help obtain a clear, detailed, and deep understanding of the participant’s experience and perspective.

• Apply effective interpersonal and communication skills to develop rapport and gather detailed information regarding the participant’s personal experience.

• Analyze the participant’s responses to discern emerging themes that capture the main insights derived from the interview/conversation.

• Analyze the participant’s experience in relation to the empirical literature covered in the course, noting any major areas of comparison or contrast.

• Critically reflect upon the learning process and analyze how/if any preconceptions were reinforced, challenged, or changed as a result of the insights derived from the interview/conversation.

• Consider how the insights derived from the interview/conversation might inform or guide learning goals, aspirations, or future work as a counsellor.

Purpose:

An interview paper provides the opportunity to gain deeper insight into the course concepts. Preparing for and conducting the interview requires the synthesis and application of theoretical knowledge and practical skills. Discerning themes from the participant’s responses/experience and evaluating these in relation to the empirical literature requires critical thinking and research analysis. Considering how the participant’s unique experience and perspective reinforces or challenges the interviewer’s preconceptions or perspective is an opportunity for reflective analysis.

Instructions

• Review all, and select ONE, of the three options described below. • Each option involves the active participation of a person or persons.

o As such you will be required to have them complete and sign a Volunteer Consent Form, giving you permission to work with them. This consent form may be updated periodically. Please do not submit the signed volunteer consent form to your instructor; keep it for your records until you receive your final marks for the course.

o The person(s) involved cannot be a fellow student, close friend, or family member.

o In order to maintain the confidentiality and anonymity of your participant, use a pseudonym and be sure to mask identifying factors.

o The participant must be aware that this is a class assignment and not a professional assessment of their habit.

• In all cases, the body of the paper is to be eight (8) pages, not including the title and reference pages. Do not include an abstract.

• Use current APA style; first person is acceptable for personal reflections and opinions; maintain a formal tone.

• Your paper must have at least 10 recent (i.e., published within the last five years) references that must be peer-reviewed articles from scholarly journals. At least five (5) of those peer-reviewed articles must be in addition to any required readings in the course. The course text is not a peer-reviewed source and correctly cite original work from the course text if you include it in your paper.

• The paper will be properly edited and proofread.

Option 1: Interview with a person who has a resolved addiction problem. Interview a person who has successfully resolved their problem with an addiction. Spend up to one hour talking with the person about the following topics:

• development of the problem, • signs and symptoms, • problem recognition and willingness to get help, • unsuccessful attempts to change, • how successful change was realized, and • perspectives on how the person’s life is different today. • Consider how the person’s worldviews, beliefs, values, attitudes, and social location

impacted their experience with addiction and recovery.

Write an 8-page paper that is a critical analysis of the individual’s story in relation to the empirical literature covered in this course. In addition to an introduction and conclusion, the interview data needs to be organized according to the headings noted above. Option 2: Relapse Prevention Paper.

Interview someone who has tried to change a habitual pattern of behaviour (drugs or alcohol only) and failed at least once. Write an 8-page paper that is a critical analysis of the individual’s story in relation to the empirical literature covered in this course. In addition to an introduction and conclusion, the interview data needs to be organized according to the Marlatt model framework using the following headings:

• Seemingly irrelevant decisions • High-risk situations • No coping response • Decreased self-efficacy • Positive outcome expectancies • Initial use • Abstinence violation effect • Dissonance/conflict/self-attribution • Increased probability of relapse • Consider how the person’s worldviews, beliefs, values, attitudes, and social location

impact their experience with addiction, relapse, and recovery efforts.

Two of the 8 pages must be devoted to mapping and a decision matrix. Option 3: Addiction/Substance Abuse Counsellor Interview. Interview a counsellor/therapist who works with addicted individuals. The interviewee must have worked as an addictions counsellor for at least five consecutive years, and be willing to be interviewed for up to one hour in person. Write an 8-page paper that is a critical analysis of the individual’s story in relation to the empirical literature covered in this course. The basic question format to be used is as follows (give the therapist a copy of these questions prior to the interview):

• Demographic Information: Length of time in the field, professional focus/training, percentage of clients receiving addictions counselling, and those focusing on substance abuse issues.

• What is your theory of treatment with the substance abuse population? • What is your assessment process? • What are common techniques you use? • What are ethical issues/dilemmas you confront in your practice? • How do you maintain records in family work (e.g., notes on all or just primary client)? • Do you treat individuals, couples, or families differently around substance abuse issues

and if so, how are they different? • How do you view the culture of the client having an impact on substance abuse issues?

In addition to an introduction and conclusion, the interview data needs to be organized according to the headings noted above. Reminder: As a graduate level course, student work should be based on critical thinking, not merely on summarizing or paraphrasing material.

Structure • Required components: Title page, references page

• Length of Assignment: The text body of paper (i.e., not including title page or references page) should consist of approximately 2000 words, (i.e., 8 double-spaced typed pages, Times New Roman font size: 12).

• Format: Please, format your assignment in Word (files with extension .doc or .docx), or Rich Text Format (files with extension .rtf).

• References: At least ten (10) additional recent (last 5 years), peer-reviewed sources beyond any course material.

Considerations

• Each option involves the active participation of a person or persons. o As such you will be required to have them complete and sign a Volunteer

Consent Form, giving you permission to work with them. This consent form may be updated periodically. Please do not submit the signed volunteer consent form to your instructor; keep it for your records until you receive your final marks for the course.

o The person(s) involved cannot be a fellow student, close friend, or family member.

o In order to maintain the confidentiality and anonymity of your participant, use a pseudonym and be sure to mask identifying factors.

o The participant must be aware that this is a class assignment and not a professional assessment of their habit.

Resources

Any sources used to support your written narrative should be cited using correct APA format. Although Wikipedia can be a useful starting place to gather very general information no Wikipedia references will be accepted as scholarly citations. Use the Yorkville University Library and the EBSCO tool for academic search. It is important to select credible sources for assignments. This resource will assist students in determining which sources are credible: https://my.yorkvilleu.ca/ask/credible-source-guide/

Submission Notes The “Submit” button will appear 72 hours before the due date for this assignment. This means that you must upload the final draft of your assignment during this 72-hour period from when the button appears and the due date passes. Please do not email your submissions to your professor, either before or after the due date; all coursework should be submitted through the online course (Moodle).

• Please review the instructions for Submitting Turnitin Assignments found in Module 2 of the MACP Student Orientation.

• Please review the instructions for Reviewing Feedback in Turnitin found in Module 2 of the MACP Student Orientation.

• The system will not allow you to resubmit after the due date. In the event of an emergency situation preventing you from submitting within this time frame, special permission must be obtained from your professor prior to the deadline. Documentation substantiating emergency is required. In such a circumstance, if the extension is granted, the professor will reopen the submission function for you on an individual basis.

Evaluation The following rubric indicates those areas you should be focusing on in preparing your assignment, and how the professor will weigh these components relative to one another.

Criteria 30% of Final Grade

Mechanics (accurate use of APA formatting and adherence to APA style and formatting) 0 mistakes = 12-15

1 - 3 mistakes = 8-11

3 - 6 mistakes = 4-7

More than 6 mistakes = 0-3

/15

Evidence of interview/observation data analysis

Student paints a clear picture of what they learned during the interview; student discusses preconceptions and whether they were confirmed, and any surprising information obtained; ideas are explored and developed with complexity and critical thinking = 32 - 40

Student paints a picture of what they learned during the interview; student discusses preconceptions and whether they were confirmed, and any surprising information obtained; ideas are explored and developed with adequate and reasonable support = 24 - 31

Student paints a picture of what they learned during the interview; student discusses preconceptions and whether they were confirmed, and any surprising information obtained; ideas discussed show some focus, but there may be problems in organization, support, or direction = 16 – 23

Student fails to demonstrate what they learned during the interview; student slights or ignores important aspects of

/40

the assignment; ideas discussed show little focus; there may be problems in organization, support, or direction = 8 – 15

Student fails to demonstrate what they learned during the interview; student ignores important aspects of the assignment; ideas discussed show little focus; there are problems in organization, support, and/or direction = 0 - 7

Research Support

Makes appropriate and powerful connections between identified issues/problems and the strategic concepts studied in the course readings; supplements case study with relevant and thoughtful research and documents all sources of information = 21 - 30

Makes appropriate but somewhat vague connections between identified issues/problems and concepts studied in readings; supplements case study with limited research = 11 - 20

Identifies some general ideas or issues from outside experiences related to the topic = 0 - 10

/30

Organization and Flow

Paper utilizes harmony and integration with a unified theme/purpose = 12 – 15

Document is organized into discernible sections and transitions that help guide the reader from start to end = 8-11

Document contains sequences of organized thoughts, but the organization does not carry throughout = 4-7

Document lacks a central organization and structure. Thoughts and ideas are randomly presented without clear purpose or connection = 0 - 3

/15

TOTAL /100