| Oliver J. Morgan, Ph.D., NCC, DAC | Spring, 1999 |
| Office: PAN 455 | Tuesday 7:20 - 10 pm |
| Phone: 941-6171 | Class: PAN 206 |
| Hours: 5:30 - 7:00 pm, Tues & Wed | |
| & by appointment |
Design, implementation and evaluation of substance abuse prevention and education programs will be the focus. Policy and value issues that underlie prevention will be covered along with a historical perspective on prevention and policy efforts in the U.S.
II. PURPOSE
1. To facilitate the development of a perspective on chemical [AOD] use/abuse that is personally meaningful to the student, and professionally useful in prevention and education;
2. To develop an awareness of resources and models available in the field of prevention and education, as well as experience in gathering and utilizing these resources;
3. To explore and evaluate several contemporary models/efforts at prevention and education.
4. To gain experience in researching, constructing and presenting
a model for prevention and education.
III. TEXTS (REQUIRED)
Wilson, R. and Kolander, C. (1997). Drug abuse prevention: A school and community partnership. Menlo Park, CA: Addison Wesley Longman, Inc.
Gray, M. 1998). Drug crazy: How we got into this mess & how we can get out. New York: Random House.
Reserve readings and handouts as assigned.
IV. PROCEDURES
The instructional methods to be employed in this course will be
lecture, discussion, individual and team research, group presentation,
utilization of visiting lecturers, and use of non-print media. These
methods are supplementary to regular attendance, class participation and
careful reading of assigned texts. This course requires regular
reading and participation by each student in order to have a successful
learning experience.
A new WebPage for this course has been designed for student
use and is accessible from the Professor’s WebPage (see U of S Home Page).
Links to many prevention resources are included on this Page.
V. ASSIGNMENTS
Because the registration for this course involves both graduate and undergraduate students, there will be two "tracks" of requirements. Students will have the opportunity for several types of participation and evaluation in this course:
TRACK 1 (Undergraduate): Undergraduate students will be required to (i) attend classroom events (lectures, discussions, and presentations) and actively contribute to the ongoing conversation, (ii) submit two article reviews at assigned times, (iii) submit one Web assignment, (iv) submit one movie review, (v) submit one required reading assessment of Drug crazy, and (vi) demonstrate full participation in one team presentation of a select college’s approach to prevention.
TRACK 2 (Graduate): Graduate students will (i)
submit two "briefs" over the course of the semester, (ii) write one book
review suitable for publication toward the end of the semester, (iii)
submit one Web assignment, and (iv) produce a full proposal for a prevention/intervention
project within a setting of the student’s choice. This proposal should
be ready for inclusion in the student’s graduate portfolio. Graduate
students should also be prepared to present the results of this project
to the class. Naturally, graduate students are expected to engage
in the ongoing conversation that is the course.
VI. EVALUATION
The design of this course allows for several methods of evaluation regarding each student's performance, including a qualitative assessment of student participation. For each graded assignment, a format will be provided by the professor to assist in successfully accomplishing the task at hand.
For the purpose of assigning grades the following guidelines will
be used, except in the case of documented illness or death:
| DATE
|
TOPIC
|
| 2/02 | INTRODUCTION AND OVERVIEW |
| 1. Institute of Medicine, Committee to Identify Research Opportunities
in the Prevention and Treatment of Alcohol-Related Problems. (1992).
Prevention and treatment of alcohol-related problems: Research opportunities.
[Reported in…] Journal of Studies on Alcohol, 53(1), 5-16.
[HANDOUT] |
|
| 2/09 | ABUSE, ADDICTION & TYPES OF PREVENTION |
| 1. Drug Abuse Prevention (DAP), pp. xi-xii, 1-10, 199-215
2. Institute for Health Policy, Brandeis University (1993, October). Substance abuse: The nation’s number one health problem/Key indicators for policy. Princeton, NJ: Robert Wood Johnson Foundation. [RESERVE] 3. Task Force on Underage and Problem Drinking. (1998, December). Cooperative Agreement: Boston Area Colleges & Universities. Boston, MA: Author. [RESERVE] |
|
| 2/16 | HISTORY & THEMES: U.S. PREVENTION |
| 1. DAP, pp.11-21
2. Musto, D.F. (1990). What can we learn from the first opiate-cocaine epidemic? A North Conway Institute Occasional paper. Boston, MA. [RESERVE] 3. Musto, David F. (1991, July). Opium, cocaine and marijuana in American history. Scientific American, pp. 40-47. [RESERVE] RESEARCH TEAMS, GRADUATE PROJECTS AND TOPICS FINALIZED !!
|
|
| 2/23 | CURRENT POLICY, DATA, CONSEQUENCES |
| 1. DAP, pp. 159-175, 235-252
2. Gray, Drug Crazy |
|
| 3/02 | SINGULAR-FOCUS APPROACHES TO PREVENTION |
| 1. DAP, pp. 81-95
2. Wechsler, H. et al. (1995, August). Binge drinking on American College Campuses: A New Look At An Old Problem. Available through Harvard School of Public Health, 677 Huntington Avenue, Boston, MA. 02115. [RESERVE] 3. Perkins, H.W. & Berkowitz, A.D. (1986). Perceiving the community norms of alcohol use among students: Some research implications for campus alcohol education programming. The International Journal of the Addictions, 21(9 & 10), 961-976. [RESERVE] |
|
| 3/09 | CURRENT PREVENTION APPROACHES/MODELS |
| 1. DAP, pp.. 97-120
2. Gonzalez, G.M. (1988). Theory and applications of alcohol and drug education as a means or primary prevention on the college campus. In author, Alcoholism/chemical dependency and the college student, pp. 89-113. [RESERVE] 3. Gonzalez, G. (1993-1994, Winter). Can colleges reduce student drinking? Planning for Higher Education, 22(2), 14-21. [RESERVE] |
|
| 3/16 | EARLY INTERVENTION |
| 1. DAP, pp. 177-197
2. Higher Education Center for Alcohol and Other Drug Prevention, Presidents Leadership Group. (1997). Be vocal, Be visible, Be visionary: Recommendations for college and university presidents on alcohol and other drug prevention. Newton, MA: Author. [RESERVE] |
|
| 3/23 | PUBLIC HEALTH/COMMUNITY-BASED, COMPREHENSIVE PREVENTION |
| 1. DAP, pp. xi-xii
2. Berkowitz, A.D. (1997). From reactive to proactive prevention: Promoting an ecology of health on campus. In P. Clayton Rivers and Elsie R. Shore (Eds.), Substance abuse on campus: A handbook for college and university personnel. (pp.119-139). Westport, CT: Greenwood. [RESERVE] ++ 3. Keeling, R.P. (1994, May). Changing the context: The power in prevention. JACH, 42, 243-247. [RESERVE] 4. Keeling, R.P. and Engstrom, E.L. (1992, Spring). Building community for effective health promotion. In R.P. Keeling (Ed.), Effective AIDS education on campus (pp.97-108). [New Directions for Student Services]. San Francisco, CA: Jossey-Bass. [RESERVE] |
|
| 3/30
|
SPRING BREAK [HOORAY !]
|
| 4/06 | 13 STEPS TO EFFECTIVE PREVENTION PLANNING |
| 1. DAP, pp. 217-234
2. Tobler, N.S. (1992). Drug prevention programs can work: Research findings. Journal of Addictive Diseases, 11(3), 1-28. [RESERVE] 3. Prevention Planning II. [HANDOUTS] |
|
| 4/13 | DIRECTED STUDY [DR. MORGAN AWAY AT CONFERENCE] |
| Team and individual preparation for presentations.
|
|
| 4/20 | 13 STEPS (continued)….. |
| 1. DAP, pp. 121-158
2. Prevention Planning II. [HANDOUTS] |
|
| 4/27
|
PRESENTATIONS
|
| 5/04
|
PRESENTATIONS
|
| 5/11
|
PRESENTATIONS
|
| All assignments completed! |
| Undergrad | Graduate | ||
| 2 article reviews/"briefs" (50 ea.) | 100 | 100 | |
| 1 Web assignment | 50 | 50 | |
| 1 movie review | 50 | ||
| 1 text assessment | 50 | ||
| Participation | 50 | 50 | |
| Team presentation/Prevention Project | 200 | 200 | |
| 1 book review | 50 | ||
| TOTAL | 500pts | 450pts |
It is, of course, understood that students enrolled in this University
adhere to the highest standards of probity as well as academic excellence.
Consequently, students will familiarize themselves with the University’s
code of honesty, and will refrain from unsavory practices such as cheating,
plagiarism, misrepresentation of one’s own or another’s ideas, and the
like.
Top of page
| Oliver J. Morgan, Ph.D., NCC, DAC, DAPA
Clinical Member, AAMFT |
Spring, 1999 |
| Office: PAN 455 | Wednesday 7:20-10pm |
| Phone: 941-6171 | Class: PAN 203 |
| Hours: 5:30 - 7:00 pm, Tues & Wed | |
| & by appointment |
I. DESCRIPTION
Basic theories and models utilized by family counselors will be covered including family development and transitions across the lifespan, research into healthy families, and several family systems approaches (e.g. intergenerational, structural and solution-focused theories). Attention will be paid to dimensions of gender and diversity as these impact family work; students will be introduced to important aspects of family counseling including work with “dysfunctional” families, families dealing with acute and chronic illness, and ethical concerns of family therapists. Integration of course material will be facilitated through student projects on their own family-of-origin.
II. PURPOSE
1. To acquire substantial knowledge regarding the field of family therapy, its history, development, major figures, and potential uses, as well as the philosophical and etiological premises that define the practice of marriage and family counseling.
2. To facilitate the development of understanding about relational and systems paradigms as ways of conceptualizing human behavior and family interactions.
3. To review several family therapy models both from a theoretical and practical standpoint.
4. To study areas such as family life-cycle development, healthy family functioning, diversity, family–of-origin, and implications of professional and ethical issues unique to family work.
5. To enable students to apply their understanding of family dynamics in relation to their own families.
6. To acquaint the student with recent developments and ongoing research in the field of family therapy.
III. TEXTS (REQUIRED)
1. Gladding, S.T. (1998). Family therapy: History, therapy and practice, 2nd edition. Saddle River, NJ: Prentice Hall.
2. Gottlieb, D. (1991). Voices in the family: Healing in the heart of the family. New York, NY: Signet.
Reserve readings and handouts as specified.
IV. PROCEDURES
The primary instructional methods to be employed in this course will be lecture, group discussion, writing assignments (journal, reviews), presentations, a major project of personal integration, and liberal use of non-print media. These methods are supplementary to attendance and careful reading of required texts.
Several methods familiar to family therapists will be utilized, namely, videotape review and genogram construction, along with exploration of the therapist's own family experience.
V. ASSIGNMENTS
Class attendance and thoughtful assimilation of the assigned readings are essential for a successful course. The textbook and assigned articles listed on the course schedule should be read each week, and ALL students should be prepared to engage in lively discussion of the assigned material. At the beginning of each class session, several students will be selected (“warm call”) to initiate discussion of the assigned readings.
Each student will read two additional books related to family and couple therapy as part of his/her learning for the course. A Select Bibliography will be provided to help the student select books that are within his or her area of special interest; students may also bring other books to the professor for prior approval. When each book has been completed, the student will submit to the professor a 3x5 index card, referencing the book in APA style.
Throughout the semester each student will keep a personal research journal of thoughts, reflections, anecdotes, and family history material. An outline of topics and questions for using the journal accompanies this syllabus. Although the journal will be a personal and "confidential" resource for the student, it will be brought to class each week. The professor will check through the journal over Spring break and at the end of the semester (See handout).
As part of the class, small group "conversation" among students will focus on material related to journal entries. These groups, called TOF groups, will also view a family-related video together and write a joint movie review to be submitted on the scheduled date.
A TOF Project (therapist's own family) will be handed in at the end of the course in lieu of a final examination. This Project will integrate and personalize many elements of the learning that has occurred throughout the course. A full description of this Project will be provided. (See handout).
VI. EVALUATION
While there are a number of qualitative measures that the professor
may use to determine
a final grade for this course (e.g. participation in class discussion,
insightfulness of discussion leaders, quality of work invested in TOF Project),
each student will be asked to submit her or his own personal evaluation
of course performance; this evaluation will include the self-assignment
of a “suggested” course grade by the student.
Other relevant factors in grading for this course include:
It is, of course, understood that students enrolled in this University
adhere to the highest
standards of probity as well as academic excellence. Consequently,
students will familiarize themselves with the University’s code of honesty,
and will refrain from unsavory practices such as cheating, plagiarism,
misrepresentation of one’s own or another’s ideas, and the like.
| DATE | TOPIC
|
| 2/03
|
Introduction & overview
|
| 2/10 | Individual & family lifecycles (incl. divorced, remarried & single-parent) |
| OVERHEADS | |
| 1. Text (Gladding), pp. 3-27; 281-333; 433-435
2. Carter, B. and McGoldrick, M. (1989). Overview - The changing family life cycle: A framework for family therapy. In B. Carter & M. McGoldrick (Eds.), The changing family life cycle: A framework for family therapy (2nd ed.), (pp.3-28). New York: Allyn & Bacon. [RESERVE] 3. Bray, J.H. (1993). Becoming a stepfamily: Developmental issues for new stepfamilies. The Family Journal, 1(3), 272-275. [RESERVE] |
|
| 2/17 | Intergenerational/family-of-origin framework |
| VIDEO – BOWEN I [“Going Home”] | |
| 1. Wells, V.K., Scott, R.G., Schmeller, L.J., Hilmann, J.A.,
and Searight, H.R. (1990). The family-of-origin framework: A model
for clinical training. Journal of Contemporary Psychotherapy, 20(4),
223-235. [RESERVE]
2. Anderson, W.T., Anderson, R.A., and Hovestadt, A.J. ( ). Intergenerational family therapy: A practical primer. In Innovations in clinical practice: A source book (Vol.7) (pp.175-188). [RESERVE] 3. Kane, C.M. (1995). Family-or-origin work for counseling trainees and practitioners. The Family Journal, 3, 245-248. [RESERVE] |
|
| 2/24 | Genogram |
| VIDEO – BOWEN II [“Constructing the Multigenerational Family Genogram”] | |
| 1. McGoldrick, M. and Gerson, R. (1989). Genograms and
the family life cycle. In B. Carter & M. McGoldrick (Eds.), The
changing family life cycle: A framework for family therapy (2nd ed.), (pp.
164-189). New York: Allyn & Bacon. [RESERVE]
2. Beck, R.L. (1987). The genogram as process. American Journal of Family Therapy, 15(4), 343-351. [RESERVE] 3. Halevy, J. (1998, April). A genogram with an attitude. Journal of Marital and Family Therapy, 24(2), 233-242. [RESERVE] 4. Emerson, S. (1995). A different final exam: Using students’ own family genograms. The Family Journal, 3(1), 57-58. [HANDOUT] |
|
| 3/03 | Wellness & Strong Families |
| GROUPS | |
| 1. Gladding, pp. 31-55.
2. Witmer, J.M. and Sweeney, T.J. (1992). A holistic model for wellness and prevention over the life span. Journal of Counseling & Development, 71, 140-148. [RESERVE] ? 3. Giblin, P. (1996). Family strengths. The Family Journal, 4(4), 339-346. [RESERVE] 4. Giblin, P. (1996). Spirituality, marriage, and family. The Family Journal, 4(1), 46-52. [RESERVE] |
|
| + First Book Index Card Due!
|
|
| 3/10 | History of Family Therapy |
| OVERHEADS / GROUPS | |
| 1. Gladding, pp. 61-87.
2. Broderick & Schrader (1991). History of professional marriage & family therapy. In Gurman & Kniskern (Eds.), Handbook of Family therapy, II (pp.3-40). New York, NY: Brunner/Mazel. [RESERVE] |
|
| 3/17 | Intergenerational: Murray Bowen |
| VIDEO – BOWEN III (“Love & Work: One Woman’s Journey”) | |
| 1. Gladding, pp. 119-146.
2. Kerr, M.E. (1988, September). Chronic anxiety and defining a self: An introduction to Murray's Bowen's theory of human emotional functioning. The Atlantic, pp.35-37, 40-44, 46-48, 50-58. [RESERVE] |
|
| 3/24 | Structural: Sal Minuchin |
| VIDEO – MINUCHIN (MASTERS) | |
| 1. Gladding, pp. 209-228.
2. Colapinto, J. (1990). Chapter 13: Structural family therapy. In Gurman & Kniskern, Handbook of family therapy (pp. 417-443). [RESERVE] |
|
| + JOINT MOVIE REVIEWS (TOF groups) DUE | |
| ++ Collect JOURNALS for review
|
|
| 3/31
|
SPRING BREAK !!! HOORAY!!!
|
| 4/07 | “Dysfunctional” Family Systems (Bowen & Berenson) |
| 1. Morgan, O.J. (1998). “An Interview With… David
Berenson, M.D. about addiction, family treatment and healing resources.”
Journal of Addictions and Offender Counseling, 18, 54-62. [RESERVE]
2. Davis, D.I., Berenson, D, Steinglass, P. & Davis, S. (1971). The adaptive consequences of drinking. Psychiatry, 37, 209-215. [RESERVE] 3. Berenson, D. and Schrier, E.W. (1994). Current family treatment approaches. In N.S. Miller (Ed.), Principles of Addiction Medicine (Section 15: The Family In Addiction, Chapter 3). Chevy Chase, MD: American Society of Addiction Medicine, Inc. [RESERVE] |
|
| 4/14
|
Directed Study - TOF research [Dr. Morgan at ACA]
|
| 4/21 | Cultural and gender factors in family therapy |
| GROUPS | |
| 1. Gladding, pp.; 339-363; 445-446.
2. Arnold, M.S., et al. (1995). An Interview with Monica McGoldrick: On the significance of cultural factors and gender in family therapy. The Family Journal, 3(3), 265-273. [RESERVE] 3. Thomas, A.J. (1998). Understanding culture and worldview in family systems: Use of the multicultural genogram. The Family Journal, 6(1), 24-32. [RESERVE] 4. May, K.M. (1998). A feminist and multicultural perspective in family therapy. The Family Journal, 6(2), 123-124. [HANDOUT] |
|
| + Second Book Index Card Due!
|
|
| 4/28 | Families with acute and chronic illness |
| GUEST LECTURE: TOM COLLINS (?) | |
| 1. Sherman, A.C. and Simonton, S. (1999). Family therapy
for cancer patients: Clinical issues and interventions. The Family
Journal, 7(1), 39-50. [RESERVE]
2. Sayger, T.V., Bowersox, M.P. and Steinberg, E.B. (1996). Family therapy and the treatment of chronic illness in a multidisciplinary world. The Family Journal, 4(1), 12-21. [RESERVE] 3. Johnson, L.S. (1997). Developmental strategies for counseling the child whose parent or sibling has cancer. Journal of Counseling & Development, 75, 417-426. [RESERVE] |
|
| 5/05 | Solution-focused family work |
| VIDEO (?) | |
| 1. Gladding, pp. 255-276.
2. Kuehl, B.P. (1996). The use of genograms with solution-based and narrative therapies. The Family Journal, 4(1), 5-11. [RESERVE] |
|
| 5/12 | Ethical & Professional Issues |
| ETHICS WORKSHOP | |
| 1. Gladding, pp. 369-394.
2. Margolin, G. (1982, July). Ethical and legal considerations in marital and family therapy. American Psychologist, pp.788-801. [CAP PAK] 3. AAMFT Code of Ethics & Ethical Code for the International Association of Marriage and Family Counselors (IAMFC). In Gladding, pp. 457-470. |
|
| 5/17 | ALL MATERIALS DUE! |
| TOF Projects, Journals and personalized student course evaluations due. |
| Oliver J. Morgan, Ph.D., NCC, DAC, DAPA
Clinical Member, AAMFT |
Fall, 1998 |
| Office: PAN 455 | Wednesday 7:20-10pm |
| Phone: 941-6171 | Class: PAN 202 |
| Hours: 3 - 5:30 pm Tues; 4 - 6:00 pm Wed | |
| & by appointment |
1. To acquire an advanced level of knowledge in the field of addiction studies, including both substance and process addictions. The etiology of addiction, as a “biopsychosocial-plus” condition, and a variety of models for understanding addictive experience will be explored.
2. To gain some familiarity with the present state of knowledge in addiction studies regarding “what works” in assessment, treatment, recovery and relapse prevention.
3. To facilitate the development of a perspective on addiction that is personally meaningful to the student and informed by the present state of relevant research.
II. TEXTS [REQUIRED]
Stevens-Smith, P. and Smith, R.L. (1998). Substance abuse counseling: Theory and practice. Upper Saddle River, NJ: Prentice Hall.
Pita, D.D. (1998). Addictions counseling. New York: Crossroad.
+ articles and other readings as specified in the syllabus.
III. PROCEDURES
The instructional methods to be employed in this course will be lecture, discussion, personal reflection, presentation of current research, and liberal use of print and audiovisual media. These methods are supplementary to class attendance and careful reading of required texts.
Graduate students, along with their regular student duties, will assume a collegial role with the professor in the presentation of current publications to the undergraduate students. They will also be expected to submit two book reviews of publishable quality as part of the course; selection of reviews for publication in the Journal of Ministry in Addiction and Recovery will be highly competitive.
IV. ASSIGNMENTS
Class attendance and thoughtful assimilation of the assigned readings are essential for a successful course. The textbooks and assigned articles listed on the course schedule should be read each week and ALL students should be prepared to engage in lively discussion of the assigned material.
Each student will sign-up on the first night of class to summarize and present two articles over the course of the semester. Summaries will be distributed to the undergrads for inclusion as part of their class notes, while the presentations will help to familiarize them with the “state of the art” in addiction studies.
Each graduate student will read and review two additional books in the addiction field as part of his/her learning for the course. One book should be more experiential and narrative in nature, the other should be more clinical. A Select Bibliography will be provided to help the student select books that are of classic or contemporary interest; other publications may be chosen with the professor’s prior approval. A format for writing book reviews will also be distributed. When each book has been completed, the student will submit to the professor a written Review suitable for publication (much as one would submit a review to a journal editor). The best of these reviews will be published in the Journal of Ministry in Addiction and Recovery.
Each student will be asked to write a reaction paper for the class on 16 September. This is a simple personal reflection on the readings for that evening, accompanied by several questions of interest to the student. These questions will form the basis for discussion with a visiting panel of recovering persons that evening.
Finally, each student will submit an “abstinence covenant” as part of her/his participation in the course. A format will be provided on the first night of class.
V. EVALUATION
The design of this course allows for several methods of evaluation regarding each student’s performance. For the purpose of assigning grades, the following guidelines will be used, except in the case of documented illness or death:
1. ALL assignments must be completed in order to receive at
least a passing grade.
2. A reduction in grade may be assessed on any assignment
turn in late.
3. More than two class absences may result in a reduction
in grade.
| Article Summaries and presentations (2): | 200 pts |
| Book Reviews (2) | 200 pts |
| Reaction paper (1) | 50 pts |
| Abstinence covenant (1) | 50 pts |
| TOTAL | 500 |
| A = | [96-100%] Superior/Outstanding |
| A- = | [92-95%] Excellent |
| B+ = | [88-91%] Very Good |
| B = | [84-87%] Good |
| B- = | [80-83%] Fair |
| C+ = | [76-79%] Passing |
| C = | [72-75%] Minimal Passing Grade |
| F = | Failing |
It is, of course, understood that students enrolled in this University adhere to the highest standards of probity as well as academic excellence. Consequently, students will familiarize themselves with the University’s code of honesty, and will refrain from unsavory practices such as cheating, plagiarism, misrepresentation of one’s own or another’s ideas, and the like.
| DATE | TOPIC
|
| Sept 2
|
Introduction & overview
|
| Sept 9 | Definitions & concepts |
| ? SAC, pp.1-24 and AC, pp.9-20 | |
| Group for the Advancement of Psychiatry. (1991). Substance abuse
disorders: a psychiatric priority. American Journal of Psychiatry, 148(10),
1291-1300.
Zinberg, N.A. (1981). Alcohol addiction: toward a more comprehensive definition. In M.H.Bean and N.E. Zinberg (Eds.), Dynamic approaches to the understanding and treatment of alcoholism (pp.97-127). New York: Free Press. Smith, D.E., Milkman, H.B. and Sunderwirth, S.G. (1985). Addictive
disease: concept and controversy. In H.B.Milkman and H.J.Shaffer (Eds.),
The addictions: multidisciplinary perspectives and treatments (pp.145-160).
Lexington, MA: D.C. Heath.
|
|
| Sept 16 | A “feel” for the topic |
| Reaction Paper due; see handout. | |
| “Elpenor.” (1986, October). A drunkard’s progress. Harper’s Magazine,
pp. 42-48.
Spahr, J.H. (1987). The role fo the conversion experience in alcoholism
recovery. Journal of Ongoing Formation, 8(2), 223-241.
|
|
| Sept 23 | Models & theories |
| ? SAC, 25-63 and AC, 21-27. | |
| Keller, M. (1990). Models of alcoholism: From days of old
to nowadays. New Brunswick, NJ: Center of Alcohol Studies, Rutgers University.
Milkman, H.B. and Sunderwirth, S.G. (1987). Craving for ecstasy: the consciousness and chemistry of escape. Lexington, MA: D.C.Heath. [See pp. xi-xvii, 1-25] Drew, L.R.H. (1986). Beyond the disease concept of addiction: drug
use as a way of life leading to predicaments. Journal of Drug Issues, 16(2),
263-274.
|
|
| Sept 30 | Factors: Drugs and physiology |
| ? SAC, 65-96 | |
| Cloninger, C.R., Sigvardsson, S. and Bohman, M. (1996). Type I and
Type II alcoholism: an update. Alcohol Health and Research World, 20(1),
18-23.
Goodwin, D.W. (1989). Biological factors in alcohol use and abuse: implications for recognizing and preventing alcohol problems in adolescence. International Review of Psychiatry, 1, 41-49. Washton, A.M. (1989). Cocaine addiction: Treatment, recovery and relapse prevention. New York: Norton. [See Chapter 2, “Why do people use cocaine?” (pp.21-34) AND Chapter 3, “The addicted brain” (pp.35-47).] Fackelman, K.A. (1993, February). Marijuana and the brain. Science News, 143, pp.88-89, 94. Schneider, J.P. (1994). Sex addiction: controversy within mainstream
addiction medicine, diagnosis based on the DSM-III-R, and physician case
histories. Sexual Addiction and Compulsivity, 1(1), 19-45.
|
|
| Oct 7 | Factors: Psychological, social & systemic, spiritual |
| West, R. (1989). The psychological basis of addiction. International
Review of Psychiatry, 1, 71-80.
Prochaska, J.O., DiClemente, C.C. and Norcross, J.C. (1992, September). In search of how people change: applications to addictive behaviors. American Psychologist, pp.1102-1114. Brehm, N.M. and Khantzian, E.J. (1992). A psychodynamic perspective. In J.H.Lowinson, P.Ruiz andR.B.Millman (Eds.), Substance abuse: a comprehensive textbook (pp.106-117). Baltimore, MD: Williams & Wilkins. Heath, D.B. (1990). Cultural factors in the choice of drugs. In M. Galanter (Ed.), Recent developments in alcoholism, Volume 8 (pp.245-254). New York: Plenum. Miller, W.R. (1998). Researching the spiritual dimensions of alcohol and other drug problems. Addiction, 93(7), 971-982. National Institute for Healthcare Research. (1997). Addictions: alcohol/drug
problems. In NIHR, Scientific research on spirituality and health: a consensus
report (pp.68-82). Washington, DC: Author.
|
|
| Oct 14 | Twelve Step Perspective |
| ? AC, 54-68 | |
| First Book Review due | |
| Chappel, J.N. (1993). Long-term recovery from alcoholism. Recent
Advances in Addictive Disorders, 16(1), 177-187. [Psychiatric Clinics of
North America].
Chappel, J.N. (1992). Effective use of Alcoholics Anonymous and Narcotics Anonymous in treating patients. Psychiatric Annals, 22(8), 409-418. Khantzian, E.J. & Mack, J.E. (1989). Alcoholics Anonymous and
contemporary psychodynamic theory. In M. Galanter (Ed.), Recent developments
in alcoholism, Volume 7 (pp.67-89). New York: Plenum.
|
|
| Oct 21 | Assessment and diagnosis |
| ? SAC, 97-133 | |
| Lawson, G.W. (1984). Characterizing clients and assessing their
needs. In G.W. Lawson, D.C. Ellis, and P.C. Rivers (Eds.), Essentials of
chemical dependency counseling (pp. 31-69). Gaithersburg, MD: Aspen.
Blume, S.B. (1991). Pathological gambling: addiction without a drug.
In I.B. Glass (Ed.), The international handbook of addiction behaviour
(pp.107-112). London: Tavistock.
|
|
| Oct 28 | Treatment settings and modalities |
| ? SAC, 135-191 and AC, 35-42 | |
|
|
Cook, C.C.H. (1988). The Minnesota Model in the management of drug
and alcohol dependency: miracle, method or myth? Part I. The philosophy
and the programme. British Journal of Addiction, 83, 625-634.
Cook, C.C.H. (1988). The Minnesota Model in the management of drug
and alcohol dependency: miracle, method or myth? Part II. Evidence and
conclusions. British Journal of Addiction, 83, 735-748.
|
| Nov 4 | Recovery I |
| ? AC, 69-76 | |
| Brown, S. (1985). A dynamic model of alcoholism recovery. In S.
Brown, Treating the alcohlic: a developmental model of recovery [pp.27-54].
New York: Wiley.
Smith, L.M. (1991, Oct-Dec). Issues in managing an alcoholism caseload. Journal of Rehabilitation, pp.41-44. |
|
| Nov 11 | Recovery II |
| ? AC, 77-123 | |
| Berenson, D. & Schrier, E.W. (1994). Current family treatment
approaches. In American Society of Addiction Medicine, Principles of addiction
medicine (Section 15, Chapter 3, pp.1-12). Chevy Chase, MD: ASAM.
Morgan, O.J. (1995). Recovery-sensitive counseling in the treatment
of alcoholism. Alcoholism Treatment Quarterly, 13(4), 63-73.
|
|
| Nov 18 | Relapse prevention |
| ? SAC, 241-258 | |
| Gorski, T.T. & Miller, M. (1986). The relapse syndrome.
In T.T. Gorski & M. Miller, Staying sober: a guide for relapse prevention
(pp.129-156). Independence, MO: Independence Press.
Washton, A.M. (1989). Preventing relapse. In A.M.Washton, Cocaine
addiction: treatment, recovery and relapse prevention (pp.113-139). New
York: Norton.
|
|
| Dec 2 | Select Populations |
| ? SAC, 193-217 | |
| “Abstinence Contract” report due
Helwig, A.A. & Holicky, R. (1994). Substance abuse in persons with disabilities: treatment considerations. Journal of Counseling & Development, 72, 227-233. Blume, S.B. (1994). Women and addictive disorders. In American Society of Addiction Medicine, Principles of addiction medicine (Section 18, Chapter 1, pp.1-16. Chevy Chase, MD: Author. Pohl, M.I. (1994). Lesbians and gay men. In American Society of Addiction
Medicine, Principles of addiction medicine (Section 18, Chapter 3, pp.1-8.
Chevy Chase, MD: Author.
|
|
| Dec 9 | Diverse cultures |
| ? SAC, 219-239 | |
| Brown, L.S. (1994). African-Americans. In American Society of Addiction
Medicine, Principles of addiction medicine (Section 18, Chapter 4, pp.1-6.
Chevy Chase, MD: Author.
Arredondo, R. & Springer, N. (1994). Hispanic-Americans. In American
Society of Addiction Medicine, Principles of addiction medicine (Section
18, Chapter 5, pp.1-8. Chevy Chase, MD: Author.
|
|
| Dec 16 | Addiction: Ethics, research, issues |
| ? SAC, 259-282 and AC, 43-53 | |
| Second Book Review Due | |
| Shaffer, H.J. (1994). Considering two models of excessive sexual behaviors: addiction and obsessive-compulsive disorder. Sexual Addiction & Compulsivity, 1(1), 6-18. |
Note: The following information was current
as of the publication date. Please report links which fail to connect
to a Web page to:
Dr. Oliver J. Morgan.
Students in HS 422/COUN 561 may be rewarded
for providing current URL's for failed links.
The National Center on Addiction and Substance Abuse at Columbia University
NicNet--Arizona Program for Nicotine and Tobacco Research
Cocaine Anonymous World Services Online
Welcome to Narcotics Anonymous
Hong Kong - From Opium War to 1997 and Beyond
BUMC: Community Outreach Health Information System: About COHIS
National Clearinghouse for Alcohol and Drug Information
The Center for Alcohol & Addiction Studies
ASAM: American Society of Addiction Medicine
NORML - Working to Reform Marijuana Laws
Substance Abuse and Mental Health Services Administration
National Institute on Drug Abuse
Core Institute for Alcohol and Drug Prevention
Higher Education Center for Alcohol and Other Drug Prevention
Inter-Association Task Force on Alcohol and Other Substance Abuse Issues
Rand Drug Policy Research Center
Virginia Attorney General's Office, Recommendations
National Intramural-Recreational Sports Association
Drug-Policy LibrariesDrug Reform Coordination Network (DRC-Net)
Government SitesNational Criminal Justice Reference Service
Drug Enforcement Administration
NCJRS Drugs & Crime Clearinghouse
Bureau of International Narcotics and Law Enforcement Affairs
National Clearinghouse for Alcohol and Drug Information
National Institute on Drug Abuse
National Institute on Alcohol Abuse and Alcoholism
Safe and Drug-Free Schools
Program
Other Drug-Policy Information SitesThe Partnership for Responsible Drug Information
Voluntary Committee of Lawyers
Think TanksThe RAND Corporation's Drug Policy Research Center
National Center on Institutions and Alternatives (NCIA)
Asset ForfeitureFEAR
Chronic PainAmerican Society for Action on Pain (ASAP)
Harm Reduction/Needle ExchangeHarm Reduction Coalition (HRC)
The Lindesmith Center's Index of Harm Reduction
Needle Exchange: A Form of Harm Reduction (DRCNet)
North American Syringe Exchange Network (NASEN)
Drug-Related AIDS Health
Emergency Reports of the Dogwood Center
Law Enforcement PerspectivesDrug Enforcement Administration
The Voice of America's Front-line Drug Warriors
Mandatory Minimums and SentencingFamilies Against Mandatory Minimums (FAMM)
Citizens United for the Rehabilitation of Errants (CURE)
United States Sentencing Commission (USSC)
The Federal Judicial Center (FJC)
Medical MarijuanaDEA Judge Francis L. Young's Ruling
Medical Marijuana Master Reference
San Francisco Cannabis Cultivator's Club
The Medical Marijuana Magazine
Methadone MaintenanceFocal Point on Methadone
National Alliance of Methadone Advocates
Human Rights/Latin AmericaWashington Office on Latin America
Human Rights
Watch: Drugs and Human Rights Project
News About Drug IssuesThe Media Awareness Project
Prevention and Drug EducationThe Addiction Resources Foundation (ARF)
The Partnership for a Drug-Free America (PDFA)
Prohibition AdvocacyThe National Center on Addiction and Substance Abuse (CASA)
Drug Watch International (DWI)
National Families in Action (NFIA)
Reform Advocacy GroupsThe Drug Policy Foundation (DPF)
The Criminal Justice Policy Foundation (CJPF)
The American Civil Liberties Union (ACLU)
Families and Friends for Drug Law Reform
The Multidisciplinary Association for Psychedelic Studies (MAPS)
The Marijuana Policy Project (MPP)
The National Organization for the Reform of Marijuana Laws (NORML)
Treatment and Self-HelpAlcoholics Anonymous (AA)
The Stanton Peele Addiction Web Site
National Center of Alcoholism and Drug Dependence
The Center for Substance Abuse Treatment (CSAT)
| Return to Dr. Morgan's Home Page |
|
Updated: March 3, 1999
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