Substance Use Disorder Treatment and Family Therapy Part 1 (6 credit hours)

Program Summary:   This course examines the benefits and challenges of family therapy in SUD treatment.  The course explores how substance misuse can impact family systems, how family systems can impact substance misuse, and and the value of family involvement in SUD treatment.   Common family dynamics and terminology are discussed including rules, roles, boundaries, and power structures.  An overview of different family counseling approaches is given.

This course is recommended for social workers, counselors, and therapists.

“Book  Open the Course Reading Here.

Course Reading:  Substance Use Disorder Treatment and Family Therapy, Chapters 1-3

Publisher:  SAMHSA

Course Objectives:  To enhance professional practice, values, skills and knowledge by exploring family therapy and SUD treatment.

Learning Objectives:  Identify the objectives of family counseling.  Describe benefits and challenges of family therapy in SUD treatment.  Describe common characteristics of all families.  Identify different family counseling approaches.

Review our pre-reading study guide.

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1: Chapter 1//  The quality and scope of one's social network strongly predicts future abstinence.
 
 
2: Family counseling as a modality is ___________ complex than individual or group therapies.
 
 
3: Family counseling takes advantage of the strength of   _____________ to support all family members in their initiation of and engagement in treatment.
 
 
 
 
4: Bowen's natural systems theory suggests that systems try to maintain balance in the interest of preservation or
 
 
 
 
5: Which of the following regulates the flow of information in and outside the family?
 
 
 
 
6: Which of the following often includes a third person as a go-between, an object of concern, or a scapegoat?
 
 
 
 
7: Which theory views SUDs as similar to other chronic medical conditions and acknowledges the role of genetics in SUDs?
 
 
 
 
8: Which approach embeds family counseling within SUD treatment?
 
 
 
9: Chapter 2//  Which of the following describes when substance misuse and family dysfunction are interconnected?
 
 
 
 
10: Which of the following is NOT a common factor in families of adolescents who misuse alcohol?
 
 
 
 
11: Strict adherence to stereotypical gender expectations may ___________ SUD risk in young people.
 
 
12: The biopsychosocial, functional, and quality of life consequences of SUDs tend to be more severe in
 
 
13: Be aware that one of the most well known factors associated with SUDs in intimate relationships is the occurrence of
 
 
 
 
14: Enabling describes when family members engage in behaviors that help maintain a person's substance misuse
 
 
15: Parental substance misuse can have ________________ consequences for children.
 
 
 
 
 
16: Loss of child custody among women who misuse substances is more likely when those mothers face
 
 
 
 
17: Worry that bonding closely with a stepparent is 'betraying' their biological parent may be stronger in
 
 
 
 
18: Which family role may feel overwhelmed and as though the entire family is relying on him or her?
 
 
 
 
 
19: Which family role might distract the family from the person's SUD through humor or charm?
 
 
 
 
 
20: Chapter 3// Systems theory views the client as an embedded part of
 
 
 
 
21: Family interventions are good options in SUD treatment.  Use them starting with the
 
 
22: Which of the following is NOT an MDFT treatment domain?
 
 
 
 
 
23: Developing therapeutic alliances is a Stage ________  strategy in MDFT.
 
 
 
24: In BCT, counselors begin with
 
 
25: In BFT, an adolescent agrees to call home regularly while attending a concert in exchange for her parents' permission to attend it.  This would be an example of
 
 
 
 
26: Which of the following describes a step-by-step behavioral chain analysis of the family's interactions and the sequence of events that lead to substance use behaviors?
 
 
 
 
27: A lack of parental involvement in the activities of their children predicts later substance use, according to research.
 
 
28: Which of the following is a family counseling strategy in BSFT?
 
 
29: Removing a third, less powerful person from a conflict between two other family members so that they can resolve the conflict describes
 
 
 
 
30: Families dealing with SUDs tend to be ___________ systems that ___________ open conflict
 
 
31: One assumption of solution-focused therapy is that pinpointing the cause of problematic family functioning is ______________.
 
 
32: In solution-focused brief therapy, which of the following best describes the miracle question?
 
 
 
 
33: Solution-focused brief therapy emphasizes
 
 
34: With solution-focused brief therapy, the emphasis is on
 
 
 
35: With CRAFT, the focus of this intervention is
 
 
 
 

In order to purchase or take this course, you will need to log in. If you do not have an account, you will need to register for a free account.

After you log in, a link will appear here that will allow you to purchase this course.

 

Free State Social Work, LLC, provider #1235, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. Free State Social Work, LLC maintains responsibility for this course. ACE provider approval period: 9/6/2021 - 9/6/2024. Social workers completing this course receive 6 continuing education credits.

Free State Social Work has been approved by NBCC as an Approved Continuing Education Provider, ACEP NO. 6605. Programs that do not qualify for NBCC credit are clearly identified. Free State Social Work is solely responsible for all aspects of the programs.

G.M. Rydberg-Cox, MSW, LSCSW is the Continuing Education Director at Free State Social Work and responsible for the development of this course.  She received her Masters of Social Work in 1996 from the Jane Addams School of Social Work at the University of Illinois-Chicago and she has over 20 years of experience.  She has lived and worked as a social worker in Chicago, Boston, and Kansas City.  She currently practices in the area of hospital/medical social work.  The reading materials for this course were developed by another organization.