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HPC 5274 (101) Substance Abuse in Family Systems/Spring Semester 2017
Wednesday 2:30-5:20 p.m./College of Education Building/Room 331
Dr. Geri Miller/509G College of Education Building/262-6048
Office hours:Mondays 3-5 p.m., 8:20-9:20p.m.*(evening hour is held in
Room 301COE);Tuesdays Noon-2p.m.; Wednesdays 10a.m.-Noon (sign up sheet posted outside office door)-emails will be answered during office hours
I. Course Description. An examination of the range of substance abuse issues impacting the family system. Topics will include etiology of substance abuse and addiction within the family, impact upon members of the system and its dynamics, intervention and treatment approaches, and long-term recovery issues.
II. Goals/Objectives. This course will address the dynamics of substance abuse in the family system in terms of theory, prevention, and treatment. Treatment will involve an examination of assessment, treatment, and aftercare approaches with families. Finally, multicultural issues as they relate to families will be discussed.
III.Method of Teaching. A variety of approaches will be utilized including discussion, role play, videotapes/DVDs, lectures, and experiential exercises.
IV. Course Requirements/Grading.
Participation:20 points (This includes family member interview.)
Ethical Guidelines:20 points (online)
DSM-5 Assessment:30 points (online)
Genogram:30 points
Therapist Interview:10 points (name of therapist/date of interview)
40 points (interview write-up) (online)
Reaction paper30 points (online)
Final:20 points
Total:200 points
[180-200=A range; 160-179=B range; 140-159=C range; 120-139=D range]
1. Attendance/Participation: A. Attendance and active participation in all classes is expected.
These points hinge on attendance and verbal/nonverbal involvement in class discussions and
exercises. To receive full points, be on time, stay for the entire class, and do not miss any classes. (Points will also be deducted if students do not bring their textbooks to each class.).
A marginal grade may be impacted by inadequate class participation. Participation means:
a) only one person speaks in class at a time, b) all students will listen to that speaker and not
participate in “sidebar” conversations with other students, and c) each student will shut off all
electronic devices and not engage in text messaging. B. By the second class period, students
need to read Dr. Miller’s teaching philosophy statement on AsULearn and email Dr. Miller
two paragraphs (one per question) responding to this philosophy in answer to these two
question: “What do I (student) anticipate as difficulties I may have learning within this
classroom teaching approach?” and “What can I (student) do to decrease these
difficulties?” C. By the second week of class, the student will review the vita of Dr. Miller as posted on the website for the Department of Human Development and Psychological Counseling, Clinical Mental Health Counseling Track. The student will look for one item about Dr. Miller’s work (presentations, research, writing, clinical work) in the counseling field (addiction, mental health) and send an email to Dr. Miller by the second week of class stating this one item. D. Each week, the student will have 1 statement and 1 question about each chapter assigned and both send Dr. Miller an email prior to the class designated to discuss the assigned readings and bring the statement and question to class prepared to discuss both the statement and the question.
Family Member Interview: A class time has been deducted from the syllabus for an interview with a family member who has been impacted by substance abuse. This cannot be a friend, client, fellow student, or a member of your own family. The interview is meant to focus on the person’s story of how they were impacted by the addiction of a loved one. It needs to be
2-4 pages double-spaced, typed, and have one inch margins and a 12 point font. No points will be assigned to the paper (it is included in the participation grade), but the student will need to rewrite it if there are writing errors.
Ethical Guidelines: Locate two sets of ethical guidelines of the following three professional groups: substance abuse counselors (example: North Carolina Substance Abuse Professional Certification Board), marriage and family counselors (example: American Association of Marriage and Family Therapists), counselors in general (example: American Counseling Association). Write a 3-5 page paper (typed, no errors, 1 inch margins, 12 point font) discussing what was learned by reading these guidelines and remaining concerns or questions after reading them. Points will be deducted for late papers and writing errors. Submit this assignment online.
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DSM-5 Assessment: Examine the DSM-5 and write a 2-4 page paper (no errors, 1 inch margins, 12 point font ) answering these three questions: 1) What diagnoses could be used in family counseling?, 2) What diagnoses could be used in family counseling with substance abuse issues?, and 3) What is your professional rationale for the use of these diagnoses? Points will be deducted for late papers and writing errors. Submit this assignment online.
Genogram: Draw a genogram of your family in terms of substance abuse history and related issues in therapy. Write a 3-5 page paper describing family patterns with regard to substance abuse and related issues and how you believe these issues may enhance and inhibit your work with families struggling with substance abuse. This paper needs to be typed, double-spaced and have one inch margins and a 12 point font. Points will be deducted for late papers and writing errors.
Reaction Paper: This 4-6 page paper (typed, double-spaced, 1 inch margins, 12 point font) is in reaction to: 1) the four pamphlets, 2) the book published by Hazelden, and 3) Chapter 9, The Family Afterward, in the book Alcoholics Anonymous. The paper is a personal reaction to the readings. Points will be deducted for errors, lateness, and not following length requirements. Submit this assignment online.
Family Therapist Interview: A class time has been deducted from the syllabus for an interview a family therapist who works with addicted individuals. This therapist must meet these requirements: cannot be a graduate of the HPC department in any track or a current or past professor in the HPC department, has worked as a therapist for at least 5 years, and is willing to be interviewed for at least one hour in person. The basic question format to be used is as follows (give the therapist a copy of these questions prior to the interview):
1. Demographic Information: length of time in the field, professional focus/training, percentage of clients receiving marital/family work, and those focusing on substance abuse issues.
2. What is your theory of treatment with the substance abuse population?
3. What is your assessment process?
4. What are common techniques you use?
5. What are ethical issues/dilemmas you confront in your practice?
6. How do you maintain records in family work?(e.g. notes on all or just primary client)
7. Do you treat individuals, couples, or families differently around substance abuse issues and if so, how are they different?
8. How do you view the culture of the client having an impact on substance abuse issues?
10 points are given for providing the professor with the name and appointment dates at the time indicated on the class schedule. The other 50 points will be for the 5-10 page paper summarizing the therapist’s answers to the questions. This paper needs to be typed, double-spaced, and have one inch margins and a 12 point font. Points will be deducted for late papers and writing errors.Submit this assignment online.
Final: The final is a 20 item, multiple choice/matching test based on the readings and lectures.
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V.Textbooks.(Required)
Students are expected to buy/rent textbooks and bring them to each class.
Conyers, B. (2003). Addict in the family. Center City, MN: Hazelden. (Co)
(ISBN#978-1-56838-999-8)
Hazelden pamphlets:Detaching with love (Carolyn W.)
A guide for the family of the alcoholic (Kellermann)
Do’s & don’ts for family members (Williams)
Free to care (Williams & Swift)
Miller, G. (2015). Learning the language of addiction counseling (4thed). Hoboken, NJ: Wiley (M) (ISBN#978-1-118-72177-3)
Patterson, J., Williams, L., Edwards, T.M., Chamow, L., & Grauf-Grounds, C. (2009). Essential skills in family therapy (2nded.). New York: Guilford (P)(ISBN#978-1-60623-305-4)
Textbooks.(Recommended)
Edwards, J. T. (2011). Working with Families: Guidelines & Techniques. Hoboken, NJ: Wiley. (ISBN#978-0-470-89047-9)
Walsh, F. (2006). Strengthening family resilience (2nded.). New York: Guilford. (ISBN#978-1-59385-186-3)
Winek, J. L. (2009). Systemic family therapy. Thousand Oaks, CA: Sage.
(ISBN#978-1-41293-696-5)
Zimmerman, J., & Winek, J.L. (2012). Group activities for families in recovery. Thousand Oaks, CA: Sage (Z) (ISBN#978-1-45221-7939)
VI. Course Policies:
ASU has official policies covering each of the following categories: academic integrity code, accommodations for students with disabilities, class attendance policy (including the state mandated religious observance policy), and statement on student engagement with courses. Statements regarding these policies can be found at the Academic Affairs site (
The RCOE provides a link for online resources for students to ensure students have a safe and supportive environment:
Weather Policy
Classes will only be canceled if ASU closes. Class may be postponed in the event of bad weather. If the instructor postpones the class, students will be notified through a phone tree system as well as an e-mail through ASU Learn. The instructor will call the first person on the list who will contact the second person on the list and so on until each person is contacted. If a student cannot reach the person they are to contact, they need to leave a message on the instructor’s answering machine stating the name of the student that could not be reached and then contact the next person on the list. A phone tree list will be drawn up the first day of class and copies of the phone tree list will be given out the first day of class. If any student is uncomfortable giving out his/her phone number to the class, it is that student’s responsibility to let the instructor know he/she does not want his/her name on the list. Any classes postponed will need to be made up.
Please note that Dr. Miller is a disaster mental health worker for the American Red Cross. This means that if she is called up for a disaster during the semester, students will be contacted in the same methods used for weather related changes and arrangements will be made regarding class schedule changes.
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CLASS SCHEDULE
DateTopicReading/Assignment Due
1/18IntroductionChapter 14 (M)
LicensureRead Dr. Miller’s Teaching Philosophy on AsULearn and write 2 paragraphs
1/25 OverviewChapter 13 (M)
TheoryChapter 1 & 2 (M)
Chapters 1-3 (P)
2/1Theory
2/8 PreventionEthical Guidelines Paper due
DSM-5 Assessment Paper due
2/15 AssessmentChapter 4 (P)
Genogram due
Name of therapist & interview date due
Name of family member & interview date due
2/22 Treatment-CouplesChapter 8 (P)
3/1Treatment-FamilyChapter 5 (M)
Chapters 5-7 (P)
3/8Treatment/TechniquesChapters 9-11 (P)
Reaction paper due (4 Hazelden pamphlets, Co book, &
The Family Afterward chapter of Alcoholics Anonymous)
3/15SPRING BREAK
3/22Treatment/TechniquesChapter 9 (M)
Interview papers due (Family and Therapist)
3/29AftercareChapter 8 (M)
4/5Related IssuesChapters 6 & 10 (M)
Final
4/12 & 4/19 RESERVE CLASS MEETING TIME