Addiction Counseling

63
ADDICTION COUNSELING II CDC 201

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Addiction Counseling manual

Transcript of Addiction Counseling

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ADDICTION COUNSELING II

CDC 201

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TABLE OF CONTENTS

TITLE PAGE I. Introduction 1 II. Overall Goals and Objectives 2-4 Syllabus for CDC 201 III. Explanation interactive Sessions 5 IV. Content Sections 6-45 V. Evaluation Component 46 VI. Literature Citations 47 The Text

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I. INTRODUCTION

Prior to January 1, 1997, the Finger Lakes Community College Chemical Dependency Counseling Curriculum met all of the alcohol and drug specific educational requirements of the CAC Application. The new credential, the CASAC required 100 more hours of alcohol and other drug specific education. This necessitated the development of this additional course as a means of providing new material to satisfy these additional requirements. This course targets students enrolled in the Chemical Dependency Counseling Program or any other student interested in general counseling skills and techniques. A prerequisite for this course is CDC 200 (Addiction Counseling I). Students who successfully complete this course along with the other CDC degree requirements will have met the educational component of the new CASAC credential.

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II. CDC 201 Addiction Counseling II John L. Pietropaolo CASAC, M.P.A. Coordinator, FLCC Chemical Dependency Office C-426 Counseling Program Phone (716) 394-3500, Ext. 352 Course Description and Goals: This course is designed to introduce and develop the basic principles of counseling especially as it relates to the Chemical Dependency Counseling field. Students will be prepared for working in an agency geared to rehabilitate and treat substance abuse and addicted clientele. This course provides additional skills necessary for the Entry Level Counselor beyond those addressed in the prerequisite course, Addiction Counseling I (CDC 200). Course Objectives:

1. Therapeutic counseling will be identified and described. 2. Historical and conceptual foundations of counseling will be reviewed. 3. Settings for therapeutic counseling and counselor commonalties will be identified. 4. Qualities of the therapeutic relationship will be introduced and discussed. 5. Students will gain awareness of insight - oriented counseling approaches. 6. Students will gain awareness of action - oriented counseling approaches. 7. Students will be introduced to the concepts of developing a personal counseling style. 8. Group counseling will be explored in detail. 9. Family counseling concepts will be introduced.

10. Concepts specific to drug and alcohol counseling will be introduced and discussed. 11. Counseling special populations will be thoroughly examined. Course Schedule: Class 1 Introduction to CDC 201 Class 2 Therapeutic Counseling: What it is and How it Works Class 3 Historical and Conceptual Foundations of Counseling Class 4 Settings for Therapeutic Counseling

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Class 5 The Therapeutic Relationship Class 6 Exam I Class 7 Insight - Oriented Counseling Approaches Class 8 Action - Oriented Counseling Approaches Class 9 Developing a Personal Style Class 10 Group Counseling Class 11 Exam II Class 12 Marital and Family Counseling Class 13 Drug and Alcohol Counseling Class 14 Counseling Special Populations Class 15 Exam III Evaluation:

Exam I: This exam will cover all lectures and readings from classes one through five. Exam 2: This exam will cover all lectures and readings from class seven through ten. Exam 3: This exam will cover all lectures and readings from class twelve through fourteen.

Reading: Text: Introduction to Therapeutic Counseling by, Jeffrey A. Kottler and Robert W. Brown.. Third edition.

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Course Requirements: Attendance: Students are allowed to miss no more than two classes. Class Participation: Students are encouraged to participate in class discussions as well as the group exercises. Completion of assigned readings and homework exercises. Exams: Students will be evaluated by results of three exams.

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III.

Explanations of Interactive Sessions For each class, students will have been assigned reading and exercises prior to attending class. Class will consist of lecture, interactive discussion, as well as group process of assigned exercises.

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Class 1: Introduction to CDC 201 Discuss goals and objectives of course. Discuss syllabus. Assign: Read Chapter 1 Exercises 1, 2, 3, and 4

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Chapter 1 - Therapeutic Counseling: What It Is and How It Works - Chapter 1 Exercises: 1. The choice to be a counselor, or even to take a course on the subject, sets in

motion a number of consequences that may affect your relationships, financial situation, sleep and lifestyle habits, family life, and self-image. Mention several ways that you are already aware that aspects of your life are changing as a result of your decision to study counseling.

2. Even from your limited experiences thus far in learning about the profession of

counseling, you already have the barest glimmering of how and why counseling works. It may be quite interesting for you, some years in the future to look back on your definition of counseling, as articulated in the beginning of your training.

What would you say to a friend who asks you: “You are studying to be a counselor? I’ve always wondered how that works. What is counseling anyway?”

3. List some of your fears and apprehensions about training to be a counselor.

Describe some of your self-doubts.

4a. If you are completely honest with yourself, what are the real reasons you are considering counseling as a career? Apart from helping others, what aspects of your motivation have to do with helping yourself in some ways? Within a group, or on your own, brainstorm as many personal motives as you can think of as to why you are interested in this work.

4b. Take all your reasons and organize them into three main categories that make sense to you. Give each grouping a name.

4c. What do you conclude based on this analysis of motives?

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Class 2: Chapter 1 - Therapeutic Counseling: What It Is and How It Works

In Class 2 we will discuss the decision of why to enter the counseling field. Personal considerations, making a commitment, striving for excellence, and personal needs are specific topics to be addressed in the interactive class lecture. Stages of the counseling process will be identified and examined.

Exercises 1, 2, 3, and 4 assigned in Class 1 will be used for class discussion. Assign: Read Chapter 2 Exercises 1 and 2 Suggested Readings: Collison, B. B., & Garfield, N. J. (Eds.). (1990). Careers in Counseling and

Human Development. Alexandria, VA: American Counseling Association.

Corey, M. S., & Corey, G. (1993). Becoming a Helper (2nd ed.). Pacific Grove, CA: Brooks/Cole. Dass, R., & Gorman, P. (1985). How Can I Help? Stories and Reflection on Service. New York: Knopf. Hazler, R. J., & Kottler, J. A. (1994). The Emerging Professional Counselor: Student Dreams to Professional Realities. Alexandria, VA: American Counseling Association. Kottler, J. A. (1993). On Being a Therapist (rev. ed.). San Francisco: Jossey- Bass. Meier, S. T., & Davis, S. R. (1993). The Elements of Counseling (rev. ed.),

Pacific Grove, CA: Brooks/Cole.

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Chapter 2 - Historical and Conceptual Foundations of Counseling

Chapter 2 Exercises: 1. Who are the characters and personages from history - in the arts, literature,

science, religion, politics, social science, and education - who have been most inspirational to you? How have they influenced your development?

2. You find yourself in a social situation in which a number of other helping professionals (a psychiatrist, psychologist, and social worker) begin to demean what counselors can do versus what these other professionals are trained to do. Set them straight by explaining how your profession makes a unique and significant contribution.

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Class 3 Chapter 2 - Historical and Conceptual Foundations of Counseling In Class 3 we will discuss the identity of therapeutic counseling. A history of therapeutic counseling will include: The Ancient Philosophers The First Psychiatrists Influences from Psychology The Guidance Era The Counseling Era The Era of Therapeutic Counseling

Other considerations of this class will include credential/licensure issues to include discussion of the CASAC credential.

Exercises assigned in the previous class will be discussed in this class. Assign: Read Chapter 3 Complete Exercises 1, 2, and 3 Suggested Readings: Brooks, D. K., Jr., & Gerstein, L. H. (1990). Counselor Credentialing and Inter- personal Collaboration. Journal of Counseling and Development, 68, 477-484. Council for the Accreditation of Counselors and Related Educational Programs. (1994). Standards for the Preparation of Counselors and Other Personnel-Services Specialists. Alexandria, VA: Author. Dingman, R. L. (Ed.). (1988). Licenser for Mental Health Counselors. Huntington, WV: Marshall University. Freidman, D. K. (1992). History of Psychotherapy: A Century of Change. Washington, D.C.: American Psychological Association. Heppner, P. P. (Ed.). (1991). Pioneers in Counseling and Development: Personal and Professional Perspectives. Alexandria, VA: American Counseling Association. Herr, E. L. (1989). Counseling in a Dynamic Society: Opportunities and Challenges. Alexandria, VA: American Counseling Association. Whitley, J. M. (1982). A Historical Perspective on the Development of Counseling Psychology as a Profession. In S. D. Brown & R. W. Lent

(Eds.). Handbook of Counseling Psychology. New York: McGraw-Hill.

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Chapter 3 - Settings for Therapeutic Counseling Chapter 3 Exercises: 1. Imagine that it is now three years in the future and you are working in your ideal

job. Describe, in detail, what a typical day in your life is like. Include not only what you are doing, but where and how you are doing it.

2. Describe your plan for making your fantasy described on the previous page a reality. 3. Choose a counseling specialty or setting that seems intriguing to you, but not part

of your current plans. Pretend that you decided to pursue that career path instead of the one described in the previous fantasy. Describe a day in your life in that setting.

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Class 4 Chapter 3 - Settings for Therapeutic Counseling

In class 4 we will discuss what counselors have in common and investigate some of the different types of counseling especially chemical dependency counseling. Special consideration will be given to the concepts of teamwork, team players, and clinical supervision.

Exercises assigned in the previous class will be discussed in this class. Assignment: Read Chapter 4 Complete Exercises 1, 2, 3, 4, and 5 Suggested Readings: Blocher, D. H. (1987). The Professional Counselor. New York: Macmillan. Clinebell, H. (1984). Basic Types of Pastoral Care and Counseling: Resources for the Ministry of Healing and Growth. Nashville: Abingdon Press. Muro, J. J., & Kottman, T. (1995). Guidance and Counseling in the Elementary and Middle Schools: A Practical Approach. Dubuque, IA: Brown & Benchmark. Palmo, A. J., & Weikel, W. J. (Eds.). (1986). Foundations of Mental Health Counseling. Springfield, IL: Charles C. Thomas. Rubin, S. E., & Rubin, N. M. (Eds.). (1988). Contemporary Challenges to the Rehabilitation Counseling Profession. Baltimore: Brookes. Seller, G. (1990). The Mental Health Counselor’s Sourcebook. New York: Human Sciences Press.

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Chapter 4 - The Therapeutic Relationship Chapter 4 Exercises: 1. The most effective therapeutic relationships are flexible and dynamic, changing

over time as the stage of counseling and needs of the client change. Briefly describe on of the most influential helping relationships you have ever experienced. Describe the stages this relationship went through in terms of changes in structure, dynamics, and roles.

2. One important skill involved in building therapeutic relationships is asking open- ended, exploratory questions. If you could ask a stranger only three questions and had to give a lengthy talk on the essence of what this person is like based on the answers given, what questions would you ask? a. b. c.

3. Answer the questions you created on the previous page. a. b. c.

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4a. The Relationship Skills Rating Scale in the text (and here on the next page) asks

you to assess your current functioning in relationship skills in several specific areas. Based on this honest self-inventory, as consultation with instructors and peers, what would you describe as your current strengths and weaknesses?

Strengths: Weaknesses: 4b. Describe your plan for improving in areas that you wish to upgrade.

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Relationship Skills Rating Scale

(5) All of the time (4) Most of the time (3) Sometimes (2) Rarely (1) Never Self-awareness _____ I am in touch with my inner feelings. _____ I am comfortable with myself. _____ I am aware of my fears, anxieties, and unresolved conflicts. Self-disclosure _____ I express my feelings honestly and clearly. _____ I am concise and expressive in my communications. _____ I am open in sharing what I think and feel. Active listening _____ I can focus intently on what others are saying and recall the essence of their communications. _____ I show attention and interest when I listen. _____ I am able to resist internal and external distractions that may impede my concentration. Responding _____ I am perceived by others as safe to talk to. _____ I can demonstrate my understanding of what I hear. _____ I reflect accurately other people’s underlying thoughts and feelings. Initiating _____ I have the ability to put people at ease. _____ I am able to get people to open up. _____ I am smooth and natural in facilitating the flow of conversation. Attitudes _____ I am nonjudgmental and accepting of other people, even when they have different values and opinions than I do. _____ I am trustworthy and respectful of other people. _____ I am caring and compassionate. Managing Conflict _____ I can confront people without them feeling defensive. _____ I accept responsibility for my role in creating difficulties. _____ I am able to defuse explosive situations.

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5a. Describe the relationship that is most conflicted in your life right now. 5b. Follow the steps of resolving conflicted relationships that are described in the text to work through your difficulty: 1. What most often acts as a trigger for the conflict to begin or escalate? 2. How is this present conflict familiar to you in terms of other difficulties you have experienced in the past? 3. What are the hidden benefits for you in this conflict? 4. In what ways are you disowning responsibility for your share of the problem? 5. What do you vow to do to change the ways you react to the situation?

6. What are some of the creative strategies you might try to break through the impasse?

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Class 5: Chapter 4 -The Therapeutic Relationship

In class 5 the therapeutic relationships will be thoroughly examined. The importance of creating a quality relationship in the initial interview and the characteristics of a positive helping relationship will be addressed. Particular topics will include: Qualities of Counseling Relationships Historical Perspectives

Counselors as Relationship Specialists Conflict Resolution in Relationships Characteristics of the Helping Relationship Congruence, Positive Regard, and Empathy Attending skills and Responding Skills Practical Dimensions of the Therapeutic Relationship Commitment Trust Empathy Confidentiality Benevolent Power Creating a Relationship in the Initial Interview Establishing Rules Planting Hope Assuring Confidentiality Assessing Expectations Collecting Information Identifying Problems Beginning Intervention First-Session Agenda Review Exercises assigned in the previous class will be discussed in this class. A portion of class time will be used to review material presented to date in preparation for test I which will be next week. Assignments (for class 7): Read Chapter 5 Complete exercises 1, 2, 3, 4, and 5

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Suggested Readings: Avila, D. L., & Combs, A. W. (Eds.). (1985). Perspectives on Helping Relationships and the Helping Professions. Boston: Allyn & Bacon. Bugental, J. F. T. (1990). Intimate Journeys. San Francisco: Jossey-Bass. Derlega, V. J., Hendrick, S. S., Winstead, B. A., & Berg, J. H. (1991). Psychotherapy as a Personal Relationship. New York: Guilford Press. Egan, G. (1994). The Skilled Helper: A Systematic Approach to effective Helping (5th ed.). Pacific Grove, CA: Brooks/Cole. Kelly, E. W. (1994). Relationship-centered Counseling. New York: Springer. Kottler, J. A., Sexton, T. s., Whiston, S. (1994). The Heart of Healing: Relationships in Therapy. San Francisco: Jossey-Bass. Nelson-Jones, R. (1990). Human Relationships: A Skills Approach. Pacific Grove, CA: Brooks/Cole. Patterson, C. H. (1985). The Therapeutic Relationship: Foundations for an Eclectic Psychotherapy. Pacific Grove, CA: Brooks/Cole. Rogers, C. R. (1980). A Way of Being. Boston: Houghton Mifflin.

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Chapter 5 - Insight-Oriented Counseling Approaches Chapter 5 Exercises: 1. Many approaches to counseling are based on helping clients understand how and

why they have developed particular behavioral, emotional, or cognitive patterns. As a result of studying several of the insight-oriented theories (psychoanalytic, existential, Gestalt, client-centered) describe some of the insights you have become aware of about your own characteristic personality style.

2a. Describe a time in which some dramatic insight or realization provided a major change in your life.

2b. What was it that helped you translate that awareness into constructive action? 3. Helping clients to identify and explore their feelings constitutes a significant part

of insight-oriented counseling work. What are some of your feelings that you struggle with on an ongoing basis (for example, anger, envy, jealousy, frustration, anxiety, shame, depression, sadness, cynicism, and fear of failure)?

4. A number of coping mechanisms are described in your text as part of psychoana- lytic theory: Repression Rationalization Projection Displacement Denial Identification Sublimation Regression Reaction formation Fixation

Which of these do you recognize as part of the characteristic style with which you protect yourself from perceived attacks? Describe specific examples. 5. Existential theory is concerned with living more in the present by accepting how precious each breath is that we take. Consider how fleeting your own time is on this planet. On one end of this continuum is your birth; the other end represents your death. Birth--------------------------------------------------------------------------------Death Place a mark on the line to represent where you are now in your lifespan. Write down any reactions, thoughts, and feelings that come up for you as you reflect on how much of your life is over and how much time you have left.

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Class 6 - Exam

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Class 7

Chapter 5: Insight-Oriented Counseling Approaches In class 7 a variety of counseling approaches will be identified and examined. students will begin to development of an awareness of the many options available to a therapeutic counselor. Topics covered in this class will be:

Client-Centered Counseling Originator and Revisionists Basic Assumptions Personality Development Favorite Techniques Criticisms of Client-Centered Counseling Personal Applications Existential Counseling Originators Premises of Existential Counseling Criticisms of Existential Counseling Personal Applications Psychoanalytic Counseling Originators Basic Psychoanalytic Concepts Criticisms of Psychoanalytic Counseling Personal Applications Gestalt Counseling Originators and Basic Concepts Techniques of Gestalt Therapy Criticisms of Gestalt Counseling

Exercises assigned in Class 5 will be discussed.

Assignment (for Class 8): Read Chapter 6 Complete Exercises 1, 2, 3, and 4

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Suggested Readings: Adler, A. (1969). The Practice and Theory of Individual Psychology. Paterson, NJ: Littlefield, Adams. Corey, G. (1996). Theory and Practice of Counseling and Psychotherapy. (5th ed.). Pacific Grove, CA: Brooks/Cole. Freud, S. (1952). A General Introduction to Psychoanalysis. New York: Washington Square Press. Jung, C. (1961). Memories, Dreams, Reflections. New York: Vintage Books. May, R. (1983). The Discovery of Being. New York: W.W. Norton. Perls, F. (1969). In and Out of the Garbage Pail. Lafayette, Ca: Real People Press. Rogers, C. (1980). A Way of Being. Boston: Houghton Mifflin. Strupp, H. H., & Binder, J. L. (1984). Psychotherapy in a New Key: A Guide to Time-Limited Dynamic Psychotherapy. New York: Basic Books. Van Deurzen-Smith, E. (1988). Existential Counseling in Practice. Newbury Park, CA: Sage. Wedding, D., & Corsini, R. J. (1995). Case Studies in Psychotherapy. (2nd ed.). Itasca, IL: F. E. Peacock. Yalom, I. (1989). Love’s Executioner and Other Tales of Psychotherapy. New York: Basic Books.

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Chapter 6 - Action-Oriented Counseling Approaches

Chapter 6 Exercises: 1a. Describe a time in your life in which insight was not enough: you under-

stood what the problem was all about, you even had some idea of how it evolved, but you felt powerless to make needed changes.

1b. What would it (or did it) take to help you make needed changes? 2. Use a behavioral contract to commit yourself to making some desired

change in your life. Make sure your goals are specific, measurable, and most of all, realistic given your time parameters and track record.

Goals:

Procedure to Reach Goals:

Consequences: Daily reward: : Daily punishment: Contract reward: Contract punishment:

Signed ______________________________ Date _____________________ Witness _____________________________ Date _____________________

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3. Use rational-emotive therapy (RET) to dispute the irrational beliefs that

underlie a current situation you find upsetting. Hint: A common issue for counseling students is a fear of failure and overstriving for perfection.

A B C Activating Experience Irrational Beliefs Emotional Consequence (Awfulizing, self- judgments, I can’t stand it) D E Dispute Irrational Beliefs New Emotional Effect (Where is the evidence to support the above beliefs? What are you telling yourself?) 4a. Consider an aspect of your life that feels stuck. Applying a problem-

solving strategy, make a list of all the things you’ve tried to resolve the difficulty that have not worked. List of What Has Not Worked: Promise yourself not to do those things anymore (unless you are convinced that if you try just one more time maybe one of these might work, in which case, remove it from your list).

“I will not do these things anymore. I have sufficient evidence to know they don’t work”.

_____________________________________ Your signature here

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4b. Now make a list of other alternatives that might work. start with the exact opposite of things you have already been doing. Make the list as creative and experimental as possible.

List of What Could Work:

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Class 8 Chapter 6 - Action-Oriented Counseling Approaches In class eight we will continue to identify a variety of counseling approaches. Action

oriented counseling will be the theme of this class. The following counseling techniques will be discussed in detail: Behavioral Counseling Conceptual Perspective Behavioral Technology Criticisms of the Behavioral Approach Rational-Emotive Counseling Originators Basic Points of RET Therapeutic Techniques Criticisms of RET Personal Applications Strategic Counseling Originators Strategic Interventions Criticisms of Strategic Counseling Personal Applications Multimodal Counseling Originators Basic Concepts Premises of the Multimodal Approach Some Multimodal Techniques Criticisms of the Multimodal and Other Eclectic Approaches

Exercises assigned in previous class will be discussed. Assignment: Read Chapter 7 Complete exercises 1, 2, and 3

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Suggested Readings: Bandler, R., & Grinder, J. (1975). The Structure of Magic (Vol. 1). Palo Alto, CA: Science and Behavior Books. Bergin, A. E., & Garfield, S. L. (Eds.). (1994). Handbook of Psychotherapy and Behavior Change (4th ed.). New York: Wiley.

Cooper, J. F. (1995). A Primer of Brief Therapy. New York: W. W. Norton. Corsini, R. J., & Wedding, D. (1995). Current Psychotherapies (5th ed.). Itasca, IL: F. E. Peacock Ellis, A., & Dryden, W. (1987). The Practice of Rational-Emotive Therapy. New York: Springer. Fisch, R., Weakland, J. H., & Segal, L. (1982). The Tactics of Change (4th ed.). San Francisco: Jossey-Bass. Haley, J. (1984). Ordeal Therapy: Unusual Ways to Change Behavior. San Francisco: Jossey-Bass. Kanfer, F. H., & Goldstein, A. P. (1991). Helping People Change (4th ed.). New York: Pergamon Press. Lazarus, A. A. (1985). Casebook of Multimodal Therapy. New York: Guilford Press. O’Hanlon, W. H., & Weiner-Davis, M. (1989). In Search of Solutions: A New Direction in Psychotherapy. New York: W. W. Norton. Wubbolding, R. (1991). Understanding Reality Therapy. New York: Harper- Collins.

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Chapter 7 - Developing a Personal Style Chapter 7 Exercises:

1a. In beginning the development of your own approach to counseling, you will want to clarify your beliefs about how people grow, learn, and change.

Based on the Theoretical Dilemmas Inventory presented in the text (and here on the next page), what are you feeling most clear about? 1. Views of people as basically good, bad, or neutral. 2. Views of who should be primarily responsible for how counseling turns out. 3. Views on the legitimate focus of counseling (feelings, thoughts, or behavior). 4. Views on the content of counseling (past, present, or future). 5. Views on the scope of counseling (specific, broad, or process). 6. Views on most important skill (structuring, interpreting, or reflecting). 7. Views on counselor directives (active, nondirective, client decides). 8. Views on counselor role (expert, friend, or consultant). 9. Views on theory (one theory, several theories, or combine theories). 10. Views on good counseling (theory, skills, or personality).

1b. To clarify some of your beliefs that you feel unsure about, team up with two other partners. Each of you take on the role of arguing passionately for one of the three positions. Afterwards, discuss your respective opinions, supporting them with your own experience.

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Theoretical Dilemmas Inventory

Directions: For each of the following items, select the one position that most clearly articulates your own beliefs. be prepared to defend your position with some evidence based on your experience. Views of people _____ People are born basically good. _____ People are born basically evil. _____ People are born basically neutral. Responsibility for outcomes _____ Clients have primary responsibility for counseling outcomes. _____ Counselors have primary responsibility for counseling outcomes. _____ Responsibility is shared equally. Legitimate focus _____ Counseling should focus primarily on feelings. _____ Counseling should focus primarily on thinking. _____ Counseling should focus primarily on behavior. Content _____ Counseling content should deal with the past. _____ Counseling content should deal with the present. _____ Counseling content should deal with the future. Scope _____ Counseling should concentrate on specific goals. _____ Counseling should concentrate on broad themes. _____ Counseling should concentrate on the process of what takes place. Skills _____ The most important counselor skill is structuring. _____ The most important counselor skill is interpreting. _____ The most important counselor skill is reflecting. Counselor directiveness _____ Counselors should be active. _____ Counselors should be nondirective. _____ Counselors should allow the client to decide what is best. Counselor role _____ The counselor should be an expert. _____ The counselor should be a friend. _____ The counselor should be a consultant.

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Theory _____ Counselors should become experts in one theory. _____ Counselors should become proficient in several theories. _____ Counselors should combine several theories.

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2. You have been briefly exposed to a number of counseling theories such as the following: Client-centered Rational-emotive Behavioral Psychoanalytic Existential Adlerian Gestalt Multimodal Reality Transactional Analysis

You may already feel yourself gravitating toward some of these approaches while eliminating others. Of the theories that are listed above, circle a few that you especially like and cross out a few that you have rejected. Talk to yourself about why you feel drawn to the choices you have circled. What is it about your personality, values, and experiences that has influenced your choices? 3. Critically evaluating, developing, integrating, and applying theories is crucial

to the work of counseling practitioners, especially with regard to how people learn, grow, and change. Based on your limited experiences thus far, what is your theory to explain how you have made changes in your life?

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Class 9 Chapter 7 - Developing a Personal Style In class 9 students will be encouraged to take a personal look at themselves. Students will begin to develop a personal style and will attempt to integrate that style with accepted counseling approaches. Issues to be explored: A Personal Journey Movement Toward Integration Grabbing Truth by the Tail A Personal Theory Criteria of Effectiveness Guidelines for Usefulness Stages in Developing a Personal Theory Entry Mentorhood Eclecticism Experimentation Pragmatism Exercises assigned in previous class will be discussed. Assignments: Read Chapter 9 Complete exercises 1, 2, and 4 Suggested Readings: Beutler, L. E., & Clarkin, J. F. (1990). Systematic Treatment Selection: Toward Targeted Therapeutic Interventions. New York: Brunner/Mazel. Bradley, L. J., Parve, G., & Gould, L. J. (1995). Counseling and Psychotherapy: An Integrative Perspective, In D. Capuzzi & D. R. Gross, Counseling and Psychotherapy: Theories and Interventions. Columbus, OH: Merrill. Kottler, J. A. (1991). The Complete Therapist. San Francisco: Jossey-Bass. Norcross, J. C. (Ed.). (1986). Handbook of Eclectic Psychotherapy. New York: Brunner/Mazel. Rosenbaum, R. (1988). Feelings toward integration: A matter of style and Identity. Journal of Integrative and Eclectic Psychotherapy, 7(1), 52-60. Saltzman, N., & Norcross, J. C. (Eds.). (1990). Therapy Wars: Contention and Convergence in Differing Clinical Approaches. San Francisco: Jossey- Bass. Young, M. E. (1992). Counseling Methods and Techniques: An Eclectic Approach. New York: Macmillan.

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Chapter 9 - Group Counseling Chapter 9 Exercises: 1a. Describe an experience you have had as a member of a group of some kind in which you felt some attachment (encounter group, study group, discussion group, counseling group, etc.). 1b. What factors are you aware of that operated in that group that made it especially helpful to you? 2. Think of a group in your life that you are currently part of. Describe the characteristic roles you play in this group (rescuer, placater, consensus-seeker, rebel, leader, etc.). 3a. Imagine that you are leading some type of therapeutic group. What are some aspects of that prospect that frighten you the most? 3b. What do you feel least prepared to deal with? 3c. What are some of your personal strengths that you hope to bring to the group experience?

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Class 10 Chapter 9 - Group Counseling In class 10 topics related to group counseling will be addressed. Topics discussed will include: Survey of groups Encounter Groups Guidance Groups Counseling Groups Therapy Groups Self-Help and Support Groups Some considerations in the use of group modalities Counteracting potential limitations Advantages of group work Cost Efficiency Spectator Effects Stimulation Value Opportunities for Feedback Support Structured Practice Basic assumptions about groups Group process stages Cues for intervention Abusive Behavior Rambling and Digressions Withdrawal and Passivity Lethargy and Boredom Semantic Errors Specialized skills of group work Class activity to include a mock group role play to familiarize students with the group process. Exercises assigned in previous class will be discussed.

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As part of this class, a review of previously presented material will help prepare students for exam in Class 11. Assignments: Read Chapter 10 for Class 12 Complete exercises 1, 2, and 3 Suggested Readings: Capuzzi, D., & Gross, D. R.. (1992). Introduction to Group Counseling. Denver: Love Publishing. Corey, G. (1995). Theory and Practice of Group Counseling (5th ed.). Pacific Grove, CA: Brooks/Cole. Fuhriman, A., & Burlingame, G. M. (1990). Consistency of Matter: A Comparative Analysis of Individual and Group Process Variables. Counseling Psychologist, 19(1), 6-63. Gladding, S. T. (1995). Group Work: A Counseling Specialty (2nd ed.). Englewood Cliffs, NJ: Merrill. Helder, J. (1985). The Tao o Leadership: Leadership Strategies for a New Age. New York: Bantam. Jacobs, E. E., Harvill, R. L., & Masson, R. L. (1994). Group Counseling: Strategies and Skills (2nd ed.). Pacific Grove, CA: Brooks/Cole. Kottler, J. A. (1994). Advanced Group Leadership (2nd ed.). Pacific Grove, CA: Brooks/Cole. Ormont, L. R. (1992). The Group Therapy Experience: From Theory to Practice. New York: St. Martin’s Press.

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Chapter 10 - Marital, Family, and Sex Counseling Chapter 10 Exercises: 1. What are some experiences from your family of origin that have influenced you to become a counselor? 2. Using the following notations, create a genogram or structural map of your family relationships. Clearly highlight the coalitions, boundaries, conflicts, and patterns of communication. Male family member Relationship Female family member Strong relationship You Dependent relationship Weak relationship Conflicted relationship 3. The concept of reframing is central to the practice of family counseling. In this process, you attempt to recast the way a problem is viewed so that it is easier to

resolve. For example, a mother feels despondent because her twin sons are always fighting with one another. The counselor reframes this behavior as constructive in that the boys are establishing their autonomy from one another. The mother now views this behavior as healthy rather than sick, and thus feels better prepared to stop it. Think of a problem or conflict in your life that could be reframed in more constructive terms. Original Problem Problem Reframed

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Class 11 Exam II

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Class 12 Chapter 10 - Marital and Family Counseling In session 12 family theory and counseling approaches will be thoroughly discussed. As a part of this class a case example of family counseling and action will be examined. Other topics will include: Family Counseling Theories Power in Relationships Symptoms as Solutions Interpreting Symptoms as Metaphors Diagnostic Questions Reframing Directives Forcing the spontaneous Opposition through compliance Pretending Slowing Down Ethical Issues in Family Counseling

Exercises assigned in class 10 will be discussed. Assignments: Read Chapter 12 Complete exercises 1, 2, and 3 Suggested Readings: Carlson, J., & Lewis, J. (1991). Family Counseling: Strategies and Issues. Denver: Love Publishing. Family Therapy Networker. Washington, D.C.: Family Therapy Network. Gladdings, S. T. (1995). Family Therapy: History, Theory, and Practice. Englewood Cliffs, NJ: Merrill. Huber, C., & Baruth, L. (1994). Ethical, Legal, and Professional Issues in the

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Practice of Marriage and Family Therapy. NewYork: Macmillan. Leiblum, S. R., & Rosen, R. C. (1990). Principles and Practice of Sex Therapy. (2nd ed.). New York: Guilford Press. Madanes, C. (1990). Sex, Love, and Violence: Strategies for Transformation. New York: W. W. Norton.. Thomas, M. B. (1992). An Introduction to Marital and Family Therapy: Counseling Toward Healthier Family Systems Across the Lifespan. New York: Macmillan. Whitaker, C. (1989). Midnight Musings of a Family Therapist. New York: W. W. Norton.

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Chapter 12 - Drug and Alcohol Counseling Chapter 12 Exercises: 1a. Relive a time in your life when you were dependent on, addicted to, or abusing some substance (alcohol, illicit or prescription drugs, coffee, cigarettes, etc.) or form of self-medication (sleep, isolation, exercise, food, etc). Describe the positive and negative impacts that experience had on your life. 1b. How did you decide to stop or cut down? 2. Describe a close friend or relative whose life was significantly changed as a result of drug/alcohol abuse. What impact did this behavior hove on you and others who were close to him or her? What finally made a difference in helping him or her to stop? 3a. Two different positions argue that: (1) addiction is a genetic predetermination and disease that we can do little about except abstain from all temptations, (2) addiction is a choice based on our refusal to accept responsibility for our behavior. Create a dialogue between two proponents of these positions, each one trying to convince the other of their respective accuracy. 3b. Which position are you most sympathetic to? Defend your position with some evidence.

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Class 13 Chapter 12 - Drug and Alcohol Counseling

In class 13 we will focus specifically on drug and alcohol counseling. Students will be provided with a review of mood altering chemicals and their effects. Attention will be given to special populations. Specific topics covered in this class include: Our Drug Culture Effects of Drug Abuse Prevention

Abuse in Special Populations Which Include: The Elderly Disabled Adolescent Drug Use.

Principles for Counseling the Chemically Dependent Client will include: Medial Model P.A./N.P. Model Therapeutic Model.

Exercises assigned in previous class will be discussed.

Assignments: Read Chapter 13 Complete exercises 1, 2, 3, 4, and 5 Suggested Readings:

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Chapter 13 - Counseling Special Populations Chapter 13 Exercises: 1. Describe the cultural, ethnic, religious, gender, and racial influences that have helped to shape your identity. If you were going to work with a counselor, what would you want him/her to know and understand about your cultural background? 2. Your perception of reality is influenced a great deal by how you have been indoctrinated throughout your life by family members, teachers, books, media, and most of all, your cultural identity. List as many of these “social constructions” as you can think of that have shaped who you are and what you most value.

3. Pretend that you woke up tomorrow morning a different race and color than before you went to sleep. After the initial shock wore off and you began the normal business of resuming your life, what would be most difficult for you to adjust to? 4a. In what ways do you feel limited by your gender? What would be different in your life if you were a member of the opposite sex? 4b. As you answered the previous question, what resentments (if any) did you become aware of? 5a. Travel into the future to a time when you are 80 years of age. What do you notice about how people treat you differently than when you were younger? 5b. What do you feel most proud of in your life as you look back over the past 80 years? 5c. What do you regret the most?

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Class 14 Chapter 13 - Counseling Special Populations In class 14 we will continue to explore the issues related to counseling special populations. In particular, the following topics will be discussed: Multiculturalism Influence of biases Identity Issues Beliefs and Attitudes Preferred Client Types Counseling Women Counseling Ethnic Minorities Counseling the Aged Counseling Lesbian Women and Gay Men Gay Identity Development Other Issues for Gay/Lesbian Clients The Counselor and AIDS Counseling Clients Who Are Physically Challenged

Exercises assigned in previous class will be discussed. Part of this class will be dedicated to review of previously presented materials for exam in class 15.

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Suggested Readings: Atkinson, D. R., & Hackett, G. (1995). Counseling Diverse Populations. Dubuque, IA: Wm. C. Brown. Axelson, J. A. (1993). Counseling and Development in a Multicultural Society (2nd ed.). Pacific Grove, CA: Brooks/Cole. Claiborn, C. D., & Robinson, S. E. (Eds.). (1993) AIDS and HIV (Special Feature). Journal of Counseling and Development, 71, 259-309. Cook, E. P. (Ed.). (1993). Women, Relationships, and Power: Implications for Counseling. Alexandria, VA: American Counseling Association. Ivey, A. E., Ivey, M. B., & Simek-Morgan, L. (1993). Counseling and Psychotherapy: A Multicultural Perspective. Boston: Allyn and Bacon. Kus, R. J. (Ed.). (1990). Keys to Caring: Assisting Your Gay and Lesbian Clients. Boston: Alyson. Laidlow, T. A., & Malmo, C. (1990). Heavenly Voices: Feminist Approaches to Therapy With Women. San Francisco: Jossey-Bass. Lee, C. C. (Ed.). (1995). Counseling for Diversity: A Guide for School Counselors and Related Professionals. Boston: Allyn and Bacon. Pedersen, P., & Carey, J. C. (1994). Multicultural Counseling in the Schools: A Practical Handbook. Boston: Allyn and Bacon. Ramierez, M. (1991). Psychotherapy and Counseling With Minorities: A Cognitive approach to Individual and Cultural Differences. New York: Pergamon Press. Waters, E. B., & Goodman, J. 91990). Empowering Older Adults. San Francisco: Jossey-Bass.

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Class 15 Final Exam

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V.

Evaluation Components CDC 201

Students will be evaluated on their attendance, class participation, completion of assigned readings and exercises, and also by the results of the 3 exams administered.

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VI.

Literature Citations Introduction to Therapeutic Counseling. 3rd edition. by: Kottler, Jeffrey A., & Brown, Robert W. Brooks/Cole Publishing Company, 1996. Self-Guided Exploration for Introduction to Therapeutic Counseling. 3rd edition. by Kottler, Jeffre A. Brroks/Cole Publishing Company, 1996.

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Final Report Page Summary and history of project 1-2 Proposed Program Modifications 3-4 Tool for Student Interns to Demonstrate 12 Competencies 5-11 Required by C.A.S.A.C. Document of How New Curriculum Satisfies Educational 12 Requirements of the C.A.S.A.C. Exam Overall Recommendations for Duplication of This Process 13 by Other Institutions Articulation Agreement with SUNY Brockport 14-18

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HISTORY: Since starting in my position as Coordinator of the Chemical Dependency Counseling Program at Finger Lakes Community College in the Fall of 1989, it has always been my goal to offer the best quality program to my students. Shortly after being hired, I pursued bringing our “concentration” to degree status. After a year and a half of persistent work, I was able to accomplish this goal. Having accomplished this, I wanted to insure that my students would meet the educational requirements necessary to sit for the Credential Alcoholism Counselor (C.A.C.) Exam. Drawing from the required curriculum, I was able to meet this goal. The Credential Application Service (C.A.S.) accepted this and students were served well. On January 1, 1997, New York State adopted the Credential Alcoholism and Substance Abuse Counselor (C.A.S.A.C.). This new credential meant that my students would need another 100 hours of alcohol and other drug specific education to sit for the exam. The application also asked for 12 different competencies (that need to be) supervised by a qualified health professional as a requirement to sit for the exam. Consequently, I applied for this fellowship (application enclosed). My goal was to revise and up-grade the Chemical Dependency Counseling Program in order that my students would be able to meet the minimum educational requirements required by the C.A.S.A.C. To meet this requirement, I convened an Advisory Board made up of the following professionals: 1. Catholic Family Center (Hannick Hall) Ms. Valerie Bout, 513 West Union Street, Newark NY 14513 2. Clifton Springs Hospital & Clinic Ms. Loretta Sprague, 11 North Street, Canandaigua NY 14424 3. Rochester Pathways Program, Sisters of Charity Hospital Mr. Jerry Collado and Mr. Matt Lanzoni 435 East Henrietta Road, Rochester NY 14620 4. VA Medical Center Dr. Tom Quasnik, 400 Fort Hill Avenue, Canandaigua NY 14424 5. FLACRA Services Mr. William Nivers, 246 Castle Street, Geneva NY 14456 6. FLACRA Services Ms. Barbara Oliver, 28 East Main Street, Clifton Springs NY 14432

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We met on several occasions and developed a new course and set-up a system for field placement students (interns) to use while working at their agencies. This effort culminated in a new program which offers students the minimum educational and supervised field experience requirements for the C.A.S.A.C. Application. The process included working on at least five occasions in which participants discussed, reviewed, and critiqued our courses to finally come up with a program which we feel offers “best practice” education for my students.

My involvement for the last two years on the integration of a Chemical Dependency curriculum Matrix and Career Ladder project was very helpful for me in this process.

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Overall Recommendations For Replication of This Process By Other Institutions

This new course as well as the newly developed 12 competency documentation tool for student interns may be used by institutions of higher education to help students interested in becoming entry level Chemical Dependency Counselors. Those institutions requiring internships will probably be able to use the matrix documentation tool for the benefit of the agency supervisor, the student, as well as the sponsoring educational institution.

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Transfer Articulation Agreement

A meeting was held with representations from SUNY Brockport and FLCC to investigate the possibilities of an Articulation Agreement. At the meeting issues were discussed and program and curriculum materials were exchanged. Attendees were Dr. Eileen Daniel and Mr. Gary Metz from SUNY Brockport, and Ms. Teresa Daddis and Mr. John L. Pietropaolo from Finger Lakes Community College. Our goal is to make arrangements to facilitate the transfer of our students to the Health Science Program at SUNY Brockport. At this meeting, it was decided that Brockport representations would put together an Articulation Agreement and send it to John L. Pietropaolo for approval. This agreement was sent to Peter Friedman, V.P. and Academic Dean of the College. An agreement was sent to FLCC on December 12, 1997 and signed and returned on April 28, 1998. Enclosed is a copy of the signed Articulation Agreement.

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COMPETENCY: Screening - The process through which counselor, client, and available significant others determine the most appropriate initial course of action, given the client’s needs and characteristics, and the available resources within the community. Supervisor’s Name and Credentials (Printed and Signature)

Number of Hours Completed

Cumulative Total

COMPETENCY: Intake - First contact with client in which one conducts some form of assessment of suitability for services. Supervisor’s Name and Credentials (Printed and Signature)

Number of Hours Completed

Cumulative Total

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COMPETENCY: Orientation - Process by which client is familiarized with rules and regulations of the treatment center, inclusive of Patient Bill of Rights. Client is made familiar with the physical surrounding of the facility including introductions to staff members involved in the treatment process. Supervisor’s Name and Credentials (Printed and Signature)

Number of Hours Completed

Cumulative Total

COMPETENCY: Assessment - An ongoing process through which the counselor collaborates with the client and others to gather and interpret information necessary for planning treatment and evaluating client progress. Evaluation - The process which by a counselor gathers assessment materials with assistance of outside resources to diagnos and make recommendation for the best quality of treatment for the client. Intervention - Create and implement a treatment plan of goals and objectives to be attained by the client. Supervisor’s Name and Credentials (Printed and Signature)

Number of Hours Completed

Cumulative Total

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COMPETENCY: Referral - The process of facilitating the client’s utilization of available support systems and community resources to meet needs identified in clinical evaluation and/or treatment planning. Supervisor’s Name and Credentials (Printed and Signature)

Number of Hours Completed

Cumulative Total

COMPETENCY: Treatment Planning - A collaborative process through which the counselor and client develop desired treatment outcomes and identify the strategies for achieving them. At a minimum the treatment plan addresses the identified substance use disorder(s), as well as issues related to treatment progress, including relationships with family and significant others, employment, education, spirituality, health cooncerns, and legal needs. Supervisor’s Name and Credentials (Printed and Signature)

Number of Hours Completed

Cumulative Total

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COMPETENCY: Counseling - A collaborative process that facilitates the client’s progress toward mutually determined treatment goals and objectives. Counseling includes methods that are sensitive to individual client characteristics and to the influence of significant others, as well as the client’s cultural and social context. Competence in counseling is built upon an understanding of, appreciation of, and ability to appropriately use the contributions of various addiction counseling models as they apply to modalities of care for individuals, groups, families, couples, and significant others. Individual Counseling - Establish a helping relationship with the client characterized by warmth, respect, genuineness, concreteness, and empathy. Group Counseling - Describe, select, and appropriately use strategies from accepted and culturally appropriate models for group counseling with clients with substance use disorders. Supervisor’s Name and Credentials (Printed and Signature)

Number of Hours Completed

Cumulative Total

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COMPETENCY: Crisis Intervention - Intervention when a clients is in a non-functioning emotional state resulting from the individual’s reaction to some event perceived to be so dangerous that it leaves him or her feeling helpless and unable to cope effectively by the usual methods. Supervisor’s Name and Credentials (Printed and Signature)

Number of Hours Completed

Cumulative Total

COMPETENCY: Client Education - The process of providing clients with information on risks related to psychoactive substance use, as well as available prevention, treatment and recovery resources. Supervisor’s Name and Credentials (Printed and Signature)

Number of Hours Completed

Cumulative Total

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COMPETENCY: Case Management -The administrative, clinical, and evaluative activities that bring the client, treatment services, community agencies, and other resources together to focus on issues and needs identified in the treatment plan. Service coordination, which includes case management and client advocacy, establishes a framework of action for the client to achieve specified goals. It involves collaboration with the client and significant others, coordination of treatment and referral services, liaison activities with community resources and managed care systems, client advocacy, and ongoing evaluation of treatment progress and client needs. Supervisor’s Name and Credentials (Printed and Signature)

Number of Hours Completed

Cumulative Total

COMPETENCY: Reports and Record Keeping - The recording of the screening and intake proces, assessment, treatment plan, clinical reports, clinical progress notes, discharge summaries, and other client-related data. Supervisor’s Name and Credentials (Printed and Signature)

Number of Hours Completed

Cumulative Total

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COMPETENCY: Coordination/Consultation With Other Services -The administrative, clinical, and evaluative activities that bring the client, treatment services, community agencies, and other resources together to focus on issues and needs identified in the treatment plan. Service coordination, which includes case management and client advocacy, establishes a framework of action for the client to achieve specified goals. It involves collaboration with the client and significant others, coordination of treatment and referral services, liaison activities with community resources and managed care systems, client advocacy, and ongoing evaluation of treatment progress and client needs. Supervisor’s Name and Credentials (Printed and Signature)

Number of Hours Completed

Cumulative Total

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