When available, the Online Course format is included with the hard copy, eBook, or audio book formats!
This basic-level course presents practical information for successful group work with substance abusing and dually diagnosed clients. The course presents a model for addiction based on the idea that biological, psychosocial, and socioeconomic factors affect a person’s behavior. The course begins with a description of chemical dependency as a brain disease. Addiction to drugs or alcohol is presented as a primary chronic disease attributable to a person’s metabolic and physiological reaction to a given substance. Theoretical frameworks for group work are presented, including ecological systems theory, psychodynamic theory, social learning theory, social exchange theory, and field theory. Participants will learn about group leadership, including planning, assessment, orientation, goal setting, and group dynamics. Components of effective group work are discussed, such as universality, emotional processing, interpersonal interactions, and social skill building. Other areas addressed include establishing norms for groups, promoting openness and disclosure, building autonomous groups, promoting cohesion, and addressing conflict. Participants will learn about program activities, such as interpersonal interventions, whole-group interventions, and environmental interventions. The course explains that given the effect of peer influence, group work is especially effective in helping adolescents. The course is for substance abuse counselors as well as social workers, mental health counselors, marriage and family therapists, and advanced practice and psychiatric nurses who encounter substance-dependent clients in inpatient, outpatient, residential, and private practice settings.
Participants will receive 3 (Clinical Content) continuing education clock hours upon successful completion of this course.
- Discuss the bio-psycho-social-spiritual model for addiction and the stages of change model and each model's related interventions.
- Describe basic theoretical frameworks for group facilitation and the components of successful group work with substance abusing and dual diagnosis clients.
- Identify group interventions program activities and skills for substance abusing and dually diagnosed clients.
- Explain clinical considerations when working with clients who have dual diagnoses.
- Explain how to document group processes.
Lori K. Holleran Steiker, PhD, CISW, ACSW,
an addictions therapist for more than 12 years is currently an associate professor at the University of Texas at Austin School of Social Work. During her doctoral program at Arizona State University in Tempe she transitioned to research on adolescent substance abuse and prevention. She helped design and evaluate the model Drug Resistance Strategies Project's "Keepin' It REAL" curriculum and is presently working on a study of culturally grounded adaptations of that curriculum for high risk youth in community settings. Dr. Holleran Steiker has a K01 or Mentored Research Scientist Development Award from the National Institute on Drug Abuse. She is the recent recipient of the Deborah K. Padgett Early Career Achievement Award given by the Society for Social Work and Research. She is co-editor of a book entitled Substance Abusing Latinos
Monty R. Collins, PhD, LCDC, is currently in private practice providing assessment, case management, group and individual counseling and related consulting services in Houston, TX. He has more than 30 years of clinical experience, in both inpatient and outpatient settings, serving clients who have coexisting substance abuse and mental health problems. Before entering private practice, Dr. Collins served as manager of the Texas Rehabilitation Commission and, more recently, as director of the Ripley House Mental Health and Mental Retardation Authority (MHMRA) mental health clinic.
- Contact hours will be awarded for up to one (1) year from the date the course is ordered.
- You must score 75% or higher on the final exam and complete the course evaluation to pass this course and receive a certificate of completion.
- Through our review processes, Western Schools ensures that this course content is presented in a balanced, unbiased manner and is free from commercial influence. It is Western Schools’ policy not to accept commercial support.
- All persons involved in the planning and development of this course have disclosed no relevant financial relationships or other conflicts of interest related to the course content.