COURSE TITLE COORDINATING ALCOHOL, TOBACCO, AND DRUG ABUSE PROGRAMS AND SERVICES

KEAN UNIVERSITY UNION, NEW JERSEY FALL 2007 COURSE TITLE COORDINATING ALCOHOL, TOBACCO, AND DRUG ABUSE PROGRAMS AND SERVICES Instructor: Dr.. Catalog Description: An overview of the resp

KEAN UNIVERSITY UNION, NEW JERSEY

FALL 2007 COURSE TITLE

COORDINATING ALCOHOL, TOBACCO, AND DRUG ABUSE PROGRAMS AND

SERVICES Instructor: Dr Randie Fielder Office: after class or conference room

Office Phone : 201-599-7200 Home phone: 973-225-9495 (after 4 pm)

Email : roneilfi@kean.edu fielr@riverdell.k12.nj.us (Work) or

mixevioux@hotmail.com Office Hours: after class

(other times by appt.)

Catalog Description: An overview of the responsibilities of the Substance Awareness

Coordinator, including programming, prevention, training, counseling, intervention, and referral

in schools and communities Pre-requisite: CED 5501

In order to ensure full class participation, any student requiring special accommodation (e.g., tape recorder, special adaptive equipment, note taking or other devices) is strongly encouraged to inform the instructor and provide appropriate documentation prior to or at the beginning of the course

I Course Objectives

Students will achieve growth becoming informed, dynamic professionals by

demonstrating knowledge in the coordination and delivery of prevention, intervention and referral services in a school setting The students will:

A Explain the scope of the responsibilities and requirements of the Substance Awareness Coordinator (SAC) in a school district

B Describe how organizing and coordinating intervention, crisis intervention, and referral services will address the needs of at risk students

C Identify research-based primary intervention programs applicable to the school settings

D Investigate models for early identification of alcohol and drug abuse

E Demonstrate alcohol and drug abuse assessment procedures

F Employ alcohol and drug abuse intervention strategies

G Understand the counseling and prevention needs of specific populations

H Describe consultation, referral and coordination procedures

I Plan, implement, and evaluate staff development and training programs,

prevention, early intervention, intervention and referral

Faculty expectations of learners

In order to take full advantage of the experiences and resources Kean has to offer, learners are expected to manage and direct their academic progress with support and guidance from faculty

To acquire knowledge and build skills, learners are expected to:

• read and become familiar with the course syllabus and expectations;

• keep up with assignments and readings;

• ask for clarification about material or course expectations;

Learners are reminded to treat faculty and others with the professional courtesy they deserve as directed in the student Code of Conduct

II Course Outline

A Scope and responsibilities of the substance awareness coordinator

1 Appropriate state laws and Administrative Code giving specific authority to the SAC and program mandates

2 Organizing and coordinating comprehensive alcohol and drug programs in the school and community

3 Systems approach to integrating various components of a comprehensive student assistance program

4 Conducting professional development programs for school staff (e.g., alcohol and drug abuse, related school law, code, New Jersey Core Content

Curriculum Standards, school referral and intervention policies, and the student assistance services)

5 Organizing and implementing multidisciplinary intervention teams in the school and district

B Organizing and coordinating Intervention And Referral Services (I&RS) for at risk students

1 Structure of the Intervention & Referral Services program

2 New Jersey Department of Education’s Intervention and Referral Services model

3 Scope of the types of problems addressed

4 Developing intervention strategies

5 Evaluating program success

C Research-based primary prevention program models

1 Models of developmentally appropriate chemical health curriculum

consistent with New Jersey Core Content Curriculum Standards

2 Program objectives

3 Types of programs

4 Community involvement

5 Secondary and tertiary prevention

6 Measuring effectiveness

D Early identification models

1 Methods and procedures

2 Symptom identification

3 Behavioral methods

4 Testing

5 Roles of school personnel

a Counselors

b Teachers

c Administrators

6 Parent involvement

7 Community involvement

E Overview of assessment procedures

1 Pre-assessment procedures

2 Assessment procedures

3 Screening instruments

4 Screening interviews

a behavioral assessment

b school, parent and community roles

F Intervention strategies

1 Early intervention strategies

2 Data gathering

3 Typical methods

4 Addressing avoidance and denial

5 Individual counseling interventions

a developing a treatment plan

b counseling skills and techniques

6 Group counseling interventions

7 Family counseling interventions

G Specific populations

1 Children

2 Adolescents

3 Gender differences

4 Ethnic minorities

5 Students with disabilities

a physical conditions

b learning and emotional conditions (IDEA & 504)

H Referral procedures

1 Types of referrals

2 Referral patterns

3 Community agencies

4 Treatment and support groups

5 Re-entry procedures and programs following treatment

I Staff development and training programs

1 Designing programs for target audiences

2 Devaluation approaches for programs

3 Selecting and implementing research based prevention programs

4 Implementing early intervention approaches

5 Providing intervention and referral processes

III Methods of Instruction

A Lecture and discussion

B Small group Intervention and Referral Services case studies of alcohol or drug

involved students

C Field visits to treatment facilities

D Field visits with currently employed Substance Awareness Coordinators

E In-class demonstration and role play of skills in simulated counseling situations

F Small group collaborative learning on preparing a case for presentation to the

Intervention and Referral Services program

G Small group collaborative learning on preparing and implementing prevention

programs in the school

IV Methods of Evaluation _ Possible Points

A Written interview of a Substance Awareness Coordinator 30

Due February 10, 2007

B Submission of a written staff development workshop plan 20

Due February 24, 2007

C Presentation to class of a comprehensive treatment plan developed for a simulated case

Due March 3, 2007

D Small Group presentation of prevention program implementation 50

Program must be scientifically proven as approved by No Child Left

Behind, Title IV Safe and Drug Free Schools or approved by instructor

Due March 31, 2007

E Paper discussing an issue related to the Student Assistance Counselor 100

Paper to be presented must be 7-10 pages in APA format

Topic Due March 10th

Outline Due April 12th

PAPER DUE April 19, 2007

F Homework based on assigned readings that will show thoughtful analysis of

presented material 2 pages with at least 2 other resources APA format 10 each

#1 Chapter 1-4 (Monti) What theory of development do you feel best

describes the development of at risk behavior? Feb 3, 2007

#2 Chapter 5-7 (Monti) Which style of brief intervention do you feel would

be most effective in dealing with at risk youth? Feb 10, 2007

Total Possible Points= 270

Attendance: classroom attendance is required and students are expected to participate in

classroom discussions Failure to attend or come to class on time may result in a loss of points

Scholastic Dishonesty: Failure to maintain academic integrity include but, are not limited to,

cheating on a test or exam, plagiarism and other unauthorized forms of collaborations with another are strictly prohibited Such allegations will be subject to a withdrawal from class, a failing grade and may be subject to a hearing before the student review board Students are expected to submit academic work that truly reflects their own thoughts and self expression Students are expected to follow all policies and procedures as described in the student handbook

Required Texts:

Monti, P M., Colby, S M., & O’Leary, T A (2004) Adolescents, alcohol and substance abuse:

Reaching teens through brief interventions New York: Guilford.

Webber, J., Bass, D., & Yep, R (Eds.) (2004) Terrorism, trauma & tragedies: A counselor’s

guide to preparing & responding Alexandria, VA: American Counseling Association

Foundation

Articles

The National Center on Addiction & Substance Abuse at Columbia University (2001)

Malignant neglect: Substance abuse & America’s schools New York: Author.

Krzanowski, M.S (2001) Nine SAP components Retrieved January 1, 2004 from

www.nasp.org/components.html

Robertson, E.B., David, S.L., & Rao, S.A (2003) Preventing drug use among children

and adolescents: A research-based guide for parents, educators, and community

http://www.nica.nih.gov/prevention/prevopen.html

Recommended Texts:

American Psychological Association (2004) Publication manual of the American

American Psychiatric Association (2000) Diagnostic and statistical manual of mental

Stevens, S J & Morral, A.R (2002) Adolescent substance abuse treatment in the

United States: Exemplary models from a national study Binghamton, NY: Haworth

Press

Wagner, E.F., & Waldron, H.B (2001) Innovations in adolescent substance abuse

intervention Oxford, UK: Elsevier.

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