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El. knyga: Spectrum of Addiction: Evidence-Based Assessment, Prevention, and Treatment Across the Lifespan

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Reflecting the latest content in the DSM–5, The Spectrum of Addiction: Evidence-Based Assessment, Prevention, and Treatment Across the Lifespan presents a comprehensive overview of addictive behaviors and habits from early use through risky use, severe-risk use, and addiction. Authors Laura Veach and Regina Moro draw from their experience in both teaching and counseling to provide real-world knowledge and evidence-based practices for working with clients who fall within the spectrum of addiction ranging from experimentation to physical addiction and recovery. With a unique focus on neuroscience, integration of CACREP standards, and extensive coverage of addictions across the lifespan, the book serves as a practical resource for future addiction counselors.

 

Recenzijos

"The Spectrum of Addiction fills a gap in preparing graduate students to better serve clients struggling with addictive behaviors. Its inclusion of the new DSM5 criteria for addictive behaviors and lifespan focus make this is a unique contribution to the field." -- Robert Scholz "This textbook provides an updated, comprehensible 21st-century foundation for the understanding of an age-old struggle with problems surrounding addictions." -- Arlene Saum

Preface xv
Acknowledgments xx
Chapter 1 Historical Foundations of Addiction Counseling 1(23)
Learning Objectives
1(1)
Historical Use of Chemical Substances
2(2)
Synthetic Drugs
3(1)
History of the Treatment and Recovery Movement
4(5)
Managed Care, Placement, and Diagnosis
7(1)
Treatment Today
8(1)
History of Addiction-Related Research
9(1)
Historical Legislation Efforts Impacting the Field
10(3)
The Evolving Addiction Treatment Professional
13(2)
Conclusion
15(5)
Resources for Further Learning
20(1)
Websites
20(1)
Webinar
21(1)
References
21(3)
Chapter 2 Understanding the Importance of Evidence-Based Practices for Professional Counselors 24(17)
Learning Objectives
24(1)
Overview of Evidence-Based Practices
25(2)
Defining Evidence-Based
27(2)
Research Concepts
29(1)
Understanding Research in Action
29(2)
The Research Process: Remembering the Scientific Method
30(1)
Importance and Demand for Evidence-Based Practice
31(4)
Key Stakeholders
31(1)
Bronfenbrenner's Ecological Systems Theory
32(1)
Key Stakeholders Related to Addictions Counseling Research
32(1)
Grant Funders
32(1)
Managed Care Entities
32(1)
Public Policy
33(1)
Accrediting Bodies
33(1)
Ethical Support for Evidence-Based Practices
33(2)
Locating Evidence-Based Practices
35(1)
A Caveat: The Common Factors Model and Evidence-Based Practice
35(1)
Counseling Theories and EBP
36(1)
Conclusion
36(1)
Skills in Action
37(2)
Experiential Skills Learning Activity
38(1)
Resources for Further Learning
39(1)
References
39(2)
Chapter 3 Understanding the Brain in the Addictive Process 41(24)
Learning Objectives
41(1)
Knowledge: Enhanced Understanding and Brain Research
41(9)
Addiction as a Brain Disorder
41(1)
The Basics: The Brain
42(4)
The Basics: Euphoria-Seeking Altered States
46(4)
Chemicals: Alcohol and Other Drugs
47(1)
Process Addictions: Gambling Online Gaming Sex, and Food
47(3)
Evidence-Based Practice
50(5)
Recent Discoveries
50(5)
Reward Pathway
50(3)
Inhibitory Pathway
53(2)
Addiction and Brain Challenges
55(2)
Developing Brain in Youth
55(1)
Gender and Brain Research
56(1)
Future Directions
57(1)
Neuroplasticity and Generating New Brain Cells
57(1)
Restoring Brain Health
57(1)
Skills in Action
58(1)
Case Study
58(1)
Experiential Skills Learning Activity
59(1)
Quiz: Brain and Addiction
59(2)
Answer Key: Brain and Addiction Quiz
61(1)
Resources for Further Learning
62(1)
References
63(2)
Chapter 4 Experimentation and Seeking Altered States 65(26)
Learning Objectives
65(1)
Knowledge
65(4)
Social and Cultural Factors
65(1)
Seeking Altered States
65(4)
Social Pressures: Theories
69(2)
Social Pressures: Peer, Family, and Community Influences
71(3)
Family Influences
74(1)
Gender Influences and Altered States
75(1)
Cultural Influences
76(1)
School Influences
77(1)
Other Influences and College Youth
77(1)
American Culture
78(2)
Protective Factors
80(1)
Enhancing Refusal Skills
80(2)
Effects of Protective Factors
80(1)
Successful Community-Based Prevention
80(2)
Evidence-Based Practice
82(3)
Examining Effective Prevention Programs
82(3)
Skills in Action
85(2)
Experiential Skills Learning Activity
86(1)
Resources for Further Learning
87(1)
References
88(3)
Chapter 5 Understanding Risky Use Patterns 91(14)
Learning Objectives
91(1)
Knowledge
91(1)
Risky Drinking
92(3)
Risky Use of Other Mood-Altering Substances
95(1)
Risky Use of Prescription Medication
95(3)
College Students and Binge Patterns: Chemical and Process
98(1)
Evidence-Based Practices
99(2)
Predisposing Factors
99(1)
Protective Factors
100(1)
Identifying Protective Factors and Advocacy
101(1)
Skills in Action
102(1)
Experiential Skills Learning Activity
102(1)
Resources for Further Learning
102(1)
References
103(2)
Chapter 6 Assessment of Risky Use and Addictive Disorders 105(38)
Learning Objectives
105(1)
Risky Use
105(1)
Knowledge
106(1)
The Continuum of Assessment
106(1)
Important Considerations: Laying the Groundwork for Assessment
107(3)
Addressing Informed Consent
107(3)
Rapport-Building and Trust Issues
110(8)
Assessment of Use Patterns
118(3)
Effective Screening in Current Practice
118(3)
Evidence-Based Practices
121(10)
Brief Screening Tools
121(10)
Extensive Assessment Tools
131(6)
Effective Assessment in Current Practice
132(5)
Skills in Action
137(2)
Experiential Skills Learning Activity
138(1)
Resources for Further Learning
139(1)
References
139(4)
Chapter 7 Diagnosis of Substance-Related and Addictive Disorders 143(21)
Learning Objectives
143(1)
Knowledge
143(2)
Understanding Diagnosis
143(2)
Overview of Current Diagnosis Models
145(1)
National Institute of Mental Health Research Domain Criteria
145(1)
International Classification and Diagnosis
146(1)
DSM-5 and New Updates
147(7)
Historical Changes
147(7)
Evidence-Based Practices
154(5)
Importance of Diagnosis for Effective Treatment Planning
156(2)
Accurate Diagnosis
158(9)
Missed Diagnosis
158(1)
Skills in Action
159(3)
Resources for Further Learning
162(1)
References
162(2)
Chapter 8 Brief Counseling Interventions 164(25)
Learning Objectives
164(1)
History of Brief Interventions
165(1)
Need and Evolution of the Brief Intervention Model
166(1)
Definition of Brief Intervention
167(2)
FRAMES
167(1)
Brief Negotiated Interview (BNI)
168(1)
Client-Centered Subjective Model
168(1)
Evidence-Based Practices in Clinical Settings
169(6)
Medical Settings
169(2)
Primary Care
169(1)
Emergency Medicine
170(1)
Trauma Care
170(1)
School Settings
171(1)
College and University Settings
172(2)
Case Study 8.1: Entry Point 1, Judicial Program
172(1)
Case Study 8.2: Entry Point 2, Student Health Center
173(1)
Case Study 8.3: Entry Point 3, University Counseling Center
173(1)
Brief Alcohol Screening and Intervention for College Students (BASICS)
174(1)
College Drinker's Check-Up (CDCU)
175(1)
Skills in Action
175(11)
Case Studies
175(10)
Case Study 8.4: Tommy, High School Student
175(5)
Case Study 8.5: Jasmine, Medical Trauma Patient
180(5)
Experiential Skills Learning Activity
185(1)
Resources for Further Learning
186(1)
Books and Book
Chapters
186(1)
Article
186(1)
Websites
186(1)
References
186(3)
Chapter 9 Intensive Family Interventions 189(21)
Learning Objectives
189(1)
Knowledge
190(2)
Historical Perspective
190(2)
Evidence-Based Practices (EBP)
192(3)
Johnson Institute Model
192(1)
Love First Model
193(1)
ARISE Intervention Model
194(1)
Family Support
195(5)
Family Counseling Models
197(2)
Family Support Groups
199(1)
Skills in Action
200(7)
Case Study 9.1: Planning and Executing a Family Intervention for Alicia
200(4)
The Intervention
204(2)
Experiential Skills Learning Activity
206(1)
Conclusion
207(1)
Resources for Further Learning
208(1)
Websites
208(1)
Books and Articles
208(1)
References
208(2)
Chapter 10 Societal Systems Impacted by the Addiction Spectrum: Legal,Workplace, and Medical Settings 210(22)
Learning Objectives
210(1)
Knowledge
211(2)
Workplace Settings and the Impact of the Addiction Spectrum
211(2)
Legal System and the Impact of the Addiction Spectrum
213(1)
Medical Settings and the Impact of the Addiction Spectrum
214(1)
Evidence-Based Practices
215(8)
Legal Settings
215(2)
Drug Courts
215(1)
Reclaiming Futures
216(1)
Mississippi Alcohol Safety Education Program (MASEP)
217(1)
In-Prison Programs
217(1)
Correctional Therapeutic Community (CTC) for Substance Abusers
217(1)
Forever Free
218(1)
Workplace Settings
218(2)
Healthy Workplace
219(1)
Wellness Outreach at Work
219(1)
Medical Settings
220(3)
Medication-Assisted Treatment
220(3)
Skills in Action
223(6)
Experiential Skills Learning Activity
228(1)
Modifications for the Experiential Skills Learning Activity
229(1)
Resources for Further Learning
229(1)
Training Manual
229(1)
Websites
229(1)
Webinars and Online Courses
229(1)
Further Reading
230(1)
References
230(2)
Chapter 11 Intensive Addictions Counseling 232(32)
Learning Objectives
232(1)
Knowledge
232(4)
Evidence-Based Practice
236(6)
TSF: Twelve-Step Facilitation Model
236(6)
Cognitive Behavior Therapy (CBT)
242(2)
Relational Model
244(1)
Motivational Interviewing (MI)
245(2)
Brain Stimulation Approaches
247(1)
Other Considerations for Intensive Counseling of Individuals With Addictive Disorders
248(1)
Alcohol and Other Addictive Substances
248(1)
Tobacco
249(1)
Heroin
250(1)
Cocaine
251(1)
Process Addictions
252(2)
Food Addiction
252(1)
Sex Addiction
253(1)
Technology Addiction: Internet and Online Gaming
253(1)
Intensive Levels of Care and Placement Criteria
254(2)
Level II: Intensive Outpatient Treatment (IOT) and Partial Hospitalization Programs
255(1)
Level III: Residential Addictions Treatment
256(1)
Skills in Action
256(3)
Case Study 11.1: Alise
256(1)
Experiential Skills Learning Activity
257(2)
Resources for Further Learning
259(1)
References
260(4)
Chapter 12 Cross Addictions and Comorbidities 264(24)
Learning Objectives
264(1)
Knowledge
264(2)
Cross Addictions: Evidence-Based Knowledge and Substances
266(4)
Cross Addictions: Evidence-Based Knowledge and Process Addictions
270(1)
Cross-Addiction Substance and Process Addictions
271(1)
Emergence of Cross Addictions During Treatment and Recovery
271(1)
Skills in Action: Cross Addictions
272(2)
Effective Interventions for Cross Addictions
274(1)
Cognitive Behavior Therapy
274(1)
Twelve-Step Facilitation
275(1)
Interventions for Cross Addictions With Emerging Research Support
275(1)
Mindfulness
275(1)
Dialectical Behavior Therapy (DBT)
276(1)
Comorbidity
276(1)
Evidence-Based Practices and Comorbidities
277(6)
Skills in Action: Comorbidity
283(2)
Experiential Skills Learning Activities
284(1)
Resources for Further Learning
285(1)
Websites
285(1)
Other Resources
285(1)
References
286(2)
Chapter 13 Continuing Care and Relapse Prevention 288(17)
Learning Objectives
288(1)
Knowledge
288(1)
Prevalence and Scope of Relapse
289(4)
Indictors of Relapse: Assessing Risk Factors
289(4)
Understanding the Importance of Continuing Care to Prevent Relapse
293(6)
Evidence-Based Practices
299(1)
Mindfulness
299(1)
Medication-Assisted Treatment (MAT)
299(1)
Relapse Prevention Therapy (RPT)
300(1)
Recovery Communities
301(2)
Skills in Action
303(1)
Experiential Skills Learning Activities
303(1)
References
304(1)
Chapter 14 Future Directions for Evidence-Based Addictions Counseling Research 305(16)
Learning Objectives
305(1)
Knowledge
306(1)
Psychological Theory-Based Conceptualizations
306(1)
Biopsychosocial Conceptualizations
306(1)
Neuroscience and the Brain
307(2)
An Expanding Definition of Addiction: Behavioral/Process Addictions
309(1)
Evidence-Based Practices
309(3)
Neurofeedback
309(2)
Medication-Assisted Treatment (MAT) Efforts
311(1)
Naltrexone
311(1)
Methadone
312(1)
Buprenorphine
312(1)
Naloxone
312(1)
Holistic Approaches
312(2)
Mindfulness Meditation
313(1)
Spirituality
313(1)
Building Upon and Re-Examining Established Evidence-Based Models
314(1)
Evaluating Research Methods
314(1)
Importance of Continued Research
315(1)
Skills in Action
316(2)
Experiential Skills Learning Activity
318(1)
Resources for Further Learning
318(1)
Websites
318(1)
Books
318(1)
Academic Journal
318(1)
Journal Article
319(1)
References
319(2)
Index 321(13)
About the Authors 334
Laura J. Veach, Ph.D., Professor in the Departments of Surgery and Psychiatry/Behavioral Medicine at Wake Forest School of Medicine in Winston-Salem, NC is licensed in NC as a professional counselor (LPC), a clinical addiction specialist (LCAS), and is a certified clinical supervisor (CCS).  Dr. Veach has her Ph.D. in Counselor Education & Supervision from the University of New Orleans.  She serves as the Wake Forest Baptist Health Director of Counselor Training in Acute Care Services: Surgery/Trauma/Burns/Medicine and Specialized Screening and Intervention research and trauma-informed counseling with over 35 years of work in counseling and supervision, especially in counseling individuals impacted by substance use disorders.

 

In August 2007 she pioneered alcohol screening and brief counseling intervention services, research, and counselor training at Wake Forest Baptist Medical Level I Trauma Center.  She served as Co-Principal Investigator for a Robert Wood Johnson Foundation Grant examining alcohol screening and brief counseling interventions in a prospective clinical trial comparing two counseling interventions. Recently, she received funding from the Childress Institute for Pediatric Trauma as Principal Investigator to conduct ATV safety interventions with pediatric trauma patients and also completed violence intervention research with violently injured youth in hospital trauma centers at Wake Forest and Carolinas Medical Center.  In addition, she is a key care manager for an NIH-funded multicenter pragmatic trial examining intensive PTSD interventions in hospitalized trauma patients. She specializes in counseling individuals with addictive and substance-related use disorders, trauma-informed counseling in medical and integrated care settings, behavioral health consulting, and has over 20 publications. She has over 35 years of clinical, management, and start-up experience in counseling settings.  In previous counselor education tenured faculty appointments at Wake Forest University and University of North Carolina at Charlotte and in previous behavioral health administration work she created innovative counselor training, addiction treatment programs and managed care services.

 

Dr. Veach served as the 2006 President of the International Association of Addictions and Offender Counseling (IAAOC).   She was awarded the IAAOC Counselor Educator Award in March 2007, the Graduate Faculty Award for Excellence in Teaching at Wake Forest University May 2007, and the national ACA Advocacy Award March 2008.  She cherishes spending time with her devoted partner, George, and amazing daughter, Alana, as we enjoy our shared vintage auto racing and travel pursuits in the U.S.

Dr. Regina Moro currently serves as an Assistant Professor in the Department of Counselor Education at Boise State University in Boise, Idaho. She received her PhD in Counseling from the University of North Carolina at Charlotte with an emphasis in Multicultural Counseling, received a graduate certificate from UNC Charlotte in Substance Abuse Counseling, and an MS in Community Counseling from Syracuse University.  Regina is licensed as a Licensed Mental Health Counselor (FL), a Licensed Clinical Addictions Specialist (NC), and is a National Certified Counselor.  Her clinical passion involves work with crisis and trauma, including a focus on addiction with individuals and families.  Regina has held leadership positions in Counseling organizations, most recently with the International Association of Addictions and Offender Counselors.  She enjoys spending her free time enjoying the great outdoors with her partner, Ryan, and their rescue dog, Barkley.