Lesson 1: Introduction to the Course

Attention

Personality tests allow us to develop an understanding of ourselves that we can apply to our personal and work lives.

This test is based upon one of the most famous personality tests, the Myers-Briggs Typology. Take this test prior to starting this Lesson, you will apply the results in this Lesson.

Click here to take the Jung Typology Test!

Learning Outcomes

Upon completion of this lesson's material, students will be able

  • Be able to state course expectations for participation in lessons with respect to Discussions, Tests and Assignments
  • Understand what they need to help a person with substance use issues
  • Be able to state what MHRT/Cs can do to help persons with Substances Use Disorders (SUDS)
  • Be able to state factors from their own experience, personality, training that will help and hinder their work with clients with SUDS
  • Understand what supervision can do to help them in their work
  • Know when to ask for help

Teaching

This class will have fourteen content sections and a final fifteenth section with a discussion topic seeking to integrate what we have learned

Each content section will have learning objectives, instructional materials and evaluative activities including Discussions, Tests and Assignments. There will be a final Special Assignment which will be graded from 0 to 100. Final grade will be a summation of points earned on all evaluative activities. Each evaluative activity will have different due dates and the student is responsible for submitting work by the due date.

The expectation for all class participation, especially in Discussions, is open sharing, mutual respect and confidentiality

Multidimensional Nature of Substance Use

Substance use becomes a concern when it causes distress and/or dysfunction (DSM V, p. 20: "A mental disorder is a syndrome characterized by clinically significant disturbance in an individual's cognition, emotion regulation or behavior that reflects a dysfunction in the psychological, biological or developmental processes underlying mental functioning. Mental disorders are usually associated with significant distress or disability in social, occupational or other important activities. An expectable or culturally approved response to a common stressor or loss, such as the death of a loved one, is not a mental disorder. Socially deviant behavior (e.g. political, religious or sexual) and conflicts that are primarily between the individual and society are not mental disorders unless the deviance or conflict results from a dysfunction in the individual as described above.")

Substance use like other human behaviors is multidimensional having genetic, neurophysiological, psychological, socio-cultural and spiritual determinants

When does Substance Use become a Concern

Substance use becomes a concern when it causes distress and/or dysfunction (DSM V, p. 20: “A mental disorder is a syndrome characterized by clinically significant disturbance in an individual’s cognition, emotion regulation or behavior that reflects a dysfunction in the psychological, biological or developmental processes underlying mental functioning. Mental disorders are usually associated with significant distress or disability in social, occupational or other important activities.

An expectable or culturally approved response to a common stressor or loss, such as the death of a loved one, is not a mental disorder. Socially deviant behavior (e.g. political, religious or sexual) and conflicts that are primarily between the individual and society are not mental disorders unless the deviance or conflict results from a dysfunction in the individual as described above.”) Discussion link: are there aspects of substance use that might fall under the DSM exceptions of “expectable or culturally approved response” or “socially deviant behavior”?

Values Associated with this Work

Understanding and helping people who are having problems in living presumes a compassionate, non-judgmental willingness to learn. This is especially true for substance related problems which tend to evoke judgement and condemnation because of their frequent association with socially unacceptable behavior.

This course will provide the foundation for understanding substance use from the perspective of scientist/practitioner: a helper who keeps on learning as much as s/he can in order to have accurate, empirically grounded understanding that enables helping the other to actualize their full human potential.

The expectation is that each student will become a skilled helper by learning certain skills:

  • Empathy
  • Unconditional Positive Regard
  • Congruence

Click HERE for an explanation of Carl Rogers' concepts of "Empathy, Unconditional Positive Regard, and Congruence"

Click HERE to watch this video directly on YouTube

These characteristics can also be summarized as faith, hope and love or the development of mutual trust, expecting and working for the best and putting the other person first

Models of Helping

There are different models of helping. The "expert" knows best and the helpee is wise to follow their orders (e.g. doctors and lawyers). The "technician" has special knowledge (e.g. computer repair person) and the helpee hires them for their knowledge and judges their work by the results. The "coach" knows how to play the game and enable us to do our best and is judged by whether we win the game. The "fellow sufferer" has been through the same things we are experiencing and can empathize and suggest steps to recovery. The "friend" cares for us personally and stays by our side until we have what we need. As you can see, The MHRT/C may partake a little of each model.

Here is what the State of Maine will consider you competent to do as an MHRT/C

http://muskie.usm.maine.edu/cfl/MHRTCOverview.html

What are your strengths and areas of needed growth for helping? Personality tests, such as the Typology test you took in the Attention section of this Lesson, help you to identify your own personal preferences, strengths, and needs. Additionally, you would also consider experiences you have had and what those experiences have taught you.

You are continually developing as a helper from novice to skilled.

Supervision

In this regard, you need someone who understands the work that you are attempting to do and who also understands you and your level of skill. This person, as your supervisor, can help you do your best work.

  • Your supervisor also is legally responsible for what you do with clients and is expected to help you do competent and appropriate work for the client that will result in a good outcome.
  • Your supervisor helps you to stay within the law as far as confidentiality, mandated reporting and other issues
  • Your supervisor helps you with difficult and/or dissatisfied clients and provides objective correction when necessary
  • Your supervisor can help you make the right decision when your client is a danger to him/herself or other people

Assessment

Lesson 1 Quiz

Taking into consideration the results of your Typology test (see the Attention section) and experiences you have had in the past five years, consider what it takes to help a person with substance use issues and also what strengths and areas of needed growth you have and what you expect to do as an MHRT/C to help with these issues.

Answer the following question:

  1. What does it take to be a helper?
  2. List your strengths and needs for growth.
  3. List your expectations as to your helping role as an MHRT/C.
  4. Finally, bring all three together by detailing how you hope your supervisor can help you do all three things.

Lesson 1 Discussion

According to the DSM, some behaviors do not meet the criteria of "Menatl Disorder because they are considered "expectable or culturally approved response" or "socially deviant behavior." Describe an example as of use of a substance that would fit this definition.

Remember, you mist post TWICE in EVERY discussion board. Your first post should address the topic of the discussion (like the one above) and your second post must be a reply to ANOTHER students' post...your reply should be MORE than just a "I agree!" or "Very cool!" It should be "substantive" by expanding on the students post, asking a questions, adding your own thoughts to what they have said, etc.