ADDICTION COUNSELING II

CDC 201
 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
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.

Page 1
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

Page 20
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

Page 21
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.

Page 22
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
Page 24
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:

Page 25
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.

Page 27
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.
Page 29
Theory
_____ Counselors should become experts in one theory.
_____ Counselors should become proficient in several theories.
_____ Counselors should combine several theories.

Page 30
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?

Page 31
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.
Page 32
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?

Page 33
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.

Page 34
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.

Page 35
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

Page 36
Class 11

Exam II

Page 37
 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

Page 38
 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.

Page 39
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.

Page 40
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:

Page 41
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?

Page 42
 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.

Page 43
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.

Page 44
Class 15

Final Exam

Page 45
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.

Page 46
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.

Page 47
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

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

Page 1
 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.

Page 2
 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.

Page 13
 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.

Page 14
 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 Number of Hours Cumulative
(Printed and Signature) Completed Total

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

(Printed and Signature) Completed 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 Number of Hours Cumulative
(Printed and Signature) Completed Total
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 Number of Hours Cumulative

(Printed and Signature) Completed Total