I. Course Prefix/Number: HSV 121
Course Name: Treatment Strategies
Credits: 3 (3 lecture; 0 lab)
III. Course (Catalog) Description
Course explores organizational collaborative efforts in a “continuum of care” approach to human services. Content includes efforts made to provide the client/patient with full array of comprehensive services and solutions. Focus is on techniques to provide outreach, treatment/service planning, proper documentation, and referral techniques, services to special populations.
IV. Learning Objectives
- The student will learn approaches in provision of services to clients/patients using a collaborative, team oriented service approach of coordination of services.
- The student will learn to identify and implement measurable goals and outcomes in human services work using coordination of services and "continuum of care" action plans within individualized treatment/service plans to clients/patients.
- The student will learn to act as a "broker", "advocate", "enabler", "liaison", "teacher" and "mediator" in working with special populations who often require multiple services from various service providers; and for clients/patients who "fall through the cracks" of traditional service provision in order to adequately and properly benefit from a full-service approach to human service provision.
- The student will learn psychosocial standards in documentation and progress notes using experiential classroom techniques.
- The student will identify effective and diplomatic techniques in overcoming systemic and other obstacles to treatment/counseling and advocacy for the client/patient.
V. Academic Integrity and Student Conduct
• plagiarism (turning in work not written by you, or lacking proper citation),
• falsification and fabrication (lying or distorting the truth),
• helping others to cheat,
• unauthorized changes on official documents,
• pretending to be someone else or having someone else pretend to be you,
• making or accepting bribes, special favors, or threats, and
• any other behavior that violates academic integrity.
There are serious consequences to violations of the academic integrity policy. Oakton's policies and procedures provide students a fair hearing if a complaint is made against you. If you are found to have violated the policy, the minimum penalty is failure on the assignment and, a disciplinary record will be established and kept on file in the office of the Vice President for Student Affairs for a period of 3 years.
Please review the Code of Academic Conduct and the Code of Student Conduct, both located online at
VI. Sequence of Topics
A. Code of Ethics
B. Review of Human Development
C. The Chemical Dependent Field
1. Common Myths about Chemical Dependence Treatment
D. An Integrative Model of Chemical Dependence Treatment
1. The Trans-theoretical Model
2. Stages and Process of Change
3. Drug, Abuse Dependence, and Addiction
4. Definition and Classification
5. Common Pathways and Rewards in Addiction
6. The Inheritance of Drug Addiction
7. Psychosocial Factors in the Etiology and Transmission of Addictions
E. Practical Decisions in Assessment and Referral
1. The Clinical Interview
2. The Clinical Decision in Intake and Assessment Intake
3. The Mental Status Examination
4. Referral to Structure Treatment
F. Case Conceptualization, Treatment Planning, and Treatment
1. Locating the Client in the Chemical Dependence Process
2. Structured Treatment and Concurrent Psychotherapy
3. Critical Decision Point: Inpatient or Outpatient Referral?
4. Treatment Planning Issues for Outpatient and Inpatient Settings
5. Treatment: Weeks 1-6
6. The First Lapse or Relapse
G. Maintenance, Relapse, and Relapse Prevention
1. Relapse as a Problem of Sobriety, Not treatment
2. The Relapse Dynamic
3. Critical Factors in Relapse Prevention
4. Relapse Assessment and Referral
H. Chemical Dependence Practice Concerns
1. Individual Treatment
2. Directive in Chemical Dependence Treatment
3. Therapy with Dual Diagnosis Clients
4. Rational-Emotive Therapy in Chemical Dependence Treatment
5. Gestalt Therapy in Chemical Dependence Treatment
I. Family Dynamics and Treatment
1. Family Chemical Dependence Therapy
2. Family Dysfunction
3. Early, Middle, and Late Stages of Family Treatment
4. Family Week in Structure Treatment
J. Children and Adult Children of Alcoholics and other Drug Abusers
1. Treatment Concerns
2. Attachment and Individuation Among ACOAs
3. Treating ACOAs from Severely Dysfunctional Families
4. Role Development Among ACOAs
K. Group Treatment
1. Therapist Considerations
2. Client Considerations
3. Stages of Group Action
4. Alcoholics Anonymous and 12-Step Group Treatment
VII. Methods of Instruction
Instruction will consist of lectures, class and home exercises, class discussions, research, class demonstrations (including overhead projector examples), textbook readings, guest speakers, and occasional films/videos. The lectures are designed to integrate case management principles and techniques into the student’s common human services practice. To this extent, lectures and discussions are presented from a cross-human services perspective.
Course may be taught as face-to-face, hybrid or online course.
VIII. Course Practices Required
Quizzes and exams.
Reading: This course relies on the student's ability to read and understand college-level text material.
Writing: Students will be required to write for the class the equivalent of 12-15 typed pages of material that will be graded. This writing may take the form of a research paper, summaries of journal articles, and/or a series of shorter, analytical papers.
IX. Instructional Materials
X. Methods of Evaluating Student Progress
Grades will be based on exams, written assignments, and classroom participation as assigned by the instructor. Examinations will be given to determine competency in required skills.
XI. Other Course Information
If you have a documented learning, psychological, or physical disability you may be entitled to reasonable academic accommodations or services. To request accommodations or services, contact the Access and Disability Resource Center at the Des Plaines or Skokie campus. All students are expected to fulfill essential course requirements. The College will not waive any essential skill or requirement of a course or degree program.
Oakton Community College is committed to maintaining a campus environment emphasizing the dignity and worth of all members of the community, and complies with all federal and state Title IX requirements.
Resources and support for
- pregnancy-related and parenting accommodations; and
- victims of sexual misconduct
Resources and support for LGBTQ+ students can be found at www.oakton.edu/lgbtq.