This course builds on HLTH 4521 and the learners focus on the integration of more advanced knowledge, skills and tools required in increasingly complex situations. Learners will begin with an examination of care from a systems level and explore how systems shape the delivery of frontline services. The central focus will be on servicing individuals (and their families) who are living with serious mental illness and addiction. Learners will blend evidence-informed practices and core behavioural and technical competencies for addition professionals through an Interprofessional lens. Consideration will also be given to specific populations. Learners will consider culture, diversity, gender, sexual orientation and race and the impact they have on client health and treatment case studies.
After successfully completing this course, students will be able to:
- Examine primary issues related to concurrent disorders from a systems perspective and the challenges facing substance use and mental health service delivery.
- Describe the evidence in support of current and emerging practices related to concurrent disorders treatment.
- Develop foundational skills used in the assessment and screening of concurrent disorders.
- Develop foundational knowledge and skills to create a contextually appropriate treatment plan (e.g. consider race, age, culture, gender, ability and sexual orientation) for individuals with concurrent disorders and their families.
- Recognize the unique challenges of providing treatment and interventions with individuals with developmental issues and/or brain injury.
- Demonstrate the importance of interprofessional collaboration in the provision of optimal care to those affected by concurrent disorders.
- Recognize the importance of adherence to the principles and processes of treatment modalities in the delivery of effective care.
- Demonstrate foundational skill in the application of selected Evidence Based Practices (EBPs), as defined in the core behavioural and technical competencies.
- Lesson 1: History of Concurrent Disorder Treatment
- Lesson 2: Screening and Assessment
- Lesson 3: Treatment and Intervention: Developing Competency and Evaluating Fidelity
- Lesson 4: Specific Concurrent Issues in Service Delivery Planning
- Lesson 5: Developing a Framework for Practice
Required text and materials
This is a companion course to HLTH 4521. Therefore, the materials package for this course will not include any materials that were required in HLTH 4521.
If students did not take HLTH 4521 and/or don't already own the required materials, please be aware that students will need to purchase them. To do so, please contact Enrolment Services at firstname.lastname@example.org or 1.800.663.9711 (toll-free in Canada), 250.852.7000 (Kamloops, BC), and 1.250.852.7000 (International).
The following textbook is the only item in student course package for HLTH 4531.
- Skinner, W. J. W. Treating concurrent disorders: A guide for counsellors. Toronto, ON: Centre for Addiction and Mental Health, (2005).
Type: ISBN-13: 978-0888684998
The following textbook is included with the student course package for HLTH 4521.
- Peter M. Miller (Ed.). Evidence-based addiction treatment. New York, NY: Academic Press, (2009).
Type: ISBN: 978-0-12-374348-0
The following is an online resource that students will be responsible to get on their own. This resource will not be in the student course package.
- Canadian Centre on Substance Abuse. Substance abuse in Canada: Concurrent disorders [Online document]. Ottawa, ON: Canadian Centre on Substance Abuse, (2009).
Type: ISBN 978-1-926705-28-6
Computer with Internet is required.
To successfully complete this course, students must achieve a passing grade of 50% or higher on the overall course and 50% or higher on the mandatory Final Project.
|Assignment 1: Short Topic Paper
|Assignment 2: Case Study: Demonstration of Skill Development
|Assignment 3: Evidence-Based Review Paper
|Assignment 4: Short Topic Paper
|Assignment 5: Short Topic Paper
|Final Project *
Open Learning Faculty Member
An Open Learning Faculty Member is available to assist students. Primary communication is through the Learning Environment's "Mail" tool or by phone. Students will receive the necessary contact information at start of course.