Not Applicable.

PROGRAM MISSION

The Chemical Dependency Program at Rio Salado College is designed to train practitioners in the field of chemical dependency.  The program’s focus is on offering education to persons seeking to become licensed or certified chemical dependency professionals. 

PROGRAM GOALS

The Associate in Applied Science (AAS) in Chemical Dependency Program will prepare individuals with the skills necessary to become a chemical dependency professional, as well as provide continuing education to current chemical dependency professionals. Courses in the program focus on theories and techniques, ethics, communication skills, interviewing and documentation, and recovery and relapse. Courses also focus on advanced theories and techniques, family dynamics and relationships, and multicultural and diverse populations. The program includes a Certificate of Completion in Chemical Dependency Level I, a Certificate of Completion in Chemical Dependency Level II, and an Associate in Applied Science in Chemical Dependency. In addition, a Certificate of Completion in Professional Addictions Counseling is also available.

Not Applicable. Click on logo for more information.

No test(s) required for program admission.

There is an "optional" internship. Students may need to take in-person midterm and final exams depending on the courses in which they are enrolled. Proctoring is available for students living outside of Maricopa County, AZ.

The total amount of credits required for this degree is 64. Students must earn a grade of "C" or better in all courses within the program. Minimum GPA: 2.00

PROGRAM COMPETENCIES: 

• Identify symptoms of chemical dependency.
• Describe the relapse process.
• Demonstrate beginning skills in identification of co-occurring disorders.
• Demonstrate an understanding of ethical communication.
• Describe the counseling process in terms of objectives and issues of the initial counseling sessions, middle phase, termination of counseling, and follow-up.
• Describe how to establish the atmosphere for counseling, encourage clients and family members to establish counseling goals, commit to work on those goals and to become involved in self-help groups.
• Identify the major concepts and goals of major counseling theories.
• Identify the fundamental principles of self-help groups and differentiate between counseling and self-help models.
• Identify and critically analyze the twelve steps.
• State the psychological and pharmacological effects of chemical use/abuse.
• Explain roles, functions and limitations of the chemical dependency counselor.
• Identify the professional standards for practice, ethics, and development for the chemical dependency counselor.
• Describe strategies and treatment modalities recommended for working with persons with AIDS.
• Identify and describe laws pertaining to confidentiality, maintenance of client records, and reporting child abuse.
• Demonstrate ability to complete a psychosocial assessment, a mental status assessment, and progress notes.
• Describe how to establish client rapport.
• Describe the recovery process.
• Describe the relapse process.
• Describe client's relapse triggers.
• Describe roles assumed by individuals in the chemically dependent family.
• Describe Fetal Alcohol Syndrome and fetal alcohol effect.
• Summarize the variations of language, gender and age specific issues, and major pattern variations of chemical use among diverse populations.
• Identify transcultural communication/counseling styles.
• Identify group stages and tasks.
• Describe group intervention.
• Demonstrate methods for dealing with problematic behaviors which occur with clients.
• Compare and contrast different treatment approaches in treating clients with co-occurring disorders.
• Demonstrate case management skills.
• Describe ethical issues facing the chemical dependency counselor.
• Determine and summarize personal counseling style and philosophy.
• Demonstrate record keeping and documentation skills.
• Describe chemical dependency counseling skills and techniques.

For the complete alignment of program competencies visit Center for Curriculum and Transfer Articulation (CCTA).

Assessments in the individual courses are tied to lesson objectives as well as course competencies. They include both subjective and objective assessments that challenge students to demonstrate their skill level. Summative assessments (midterm and final exams) are designed to have students apply their knowledge and understanding of key concepts and think critically about how those concepts can be applied to real-life situations.

For the AAS in Chemical Dependency final assessments/projects for CHD165 and CHD275, considered to be equivalent to “capstone” courses for Level I and Level II, were pulled from RioLearn/Perception, Rio's online grading tool. Of all students in the program who earned AAS degrees during Fiscal Years 2008, 2009, and 2010, the overall final exam/project pass rate was 97.50%. 

Not Applicable.