Assessment and treatment options for substance abuse and dependence clients - Essay Example

Running Head: substance abuse and dependence Assessment and treatment options for substance abuse and dependence Name][Institution's Name]Assessment and treatment options for substance abuse and dependence clientsThe psychological and physical costs of chemical dependency may very definitely affect the academic performance of community college students. Family members of an alcoholic are not immune to its effects and may also experience mental anguish. Notions of inferiority and low tolerance for failure, impulsiveness, aggressiveness, and other maladaptive coping mechanisms may be manifested (Carson et al.

, 1998; Doweiko, 2006; Gilliland & James, 1993). These authors also commented on the physical evidence of this disease, which includes confusion, gastrointestinal upset, nervousness, hearth arrhythmia, sexual impairments, and malnutrition. Chemical dependency may be masked by seemingly unrelated physical or emotional problems. Alcohol and chemical abuse, for example, have been estimated to co-occur in one third of the psychiatric disturbances presented in therapy (Doweiko, 2006). Doweiko cautioned that mental health practitioners need to be cognizant of individuals presenting with concurrent diagnoses.

Students do experience crises in their lives and the extent to which they seek counseling services will be determined by their knowledge of the existence and purpose of such services, their belief in the competence of such services, and their assurance of mutual confidentiality. Such efforts are possible only through extensive outreach and public relations activities and programs, and through counselors' reputation of being concerned, effective professionals. There appears to be less stigma attached to counseling now than has been the case in past decades.

The shift from traditional to modern culture may be seen as one reason for this change (Axelson, 1993). Traditional culture (before the Industrial Revolution) emphasized personal direction through collaborative family bonds, whereas modern culture focuses on individual improvement minus family attachment. Many students have witnessed positive counseling outcomes experienced by friends and family members that have taken place outside of their kinship systems. They may be more likely to view their own issues as treatable with the help of a trained professional versus a situation that has to be handled alone or solely within the context of family.

In a study of approximately 3,000 students at 40 colleges across the United States, the Research Consortium of Counseling and Psychological Services in Higher Education noted that almost one half of the students seeking counseling on campus had seen a counselor previously. Community college counselors who work with students experiencing personal issues may find that their role involves the facilitation of student goals, values, and options as related to educational attainment. Facilitation takes on a broader meaning, whereby counselors work on helping students effectively manage their feelings.

Martens, Lara, Cordova, and Martens and Harris (1995) suggested several strategies by which student affairs practitioners in 2-year colleges might better meet student needs. Examples pertinent to community college counselors are discussed in the sections that follow. Community college students come from a plethora of backgrounds. Students are more likely to be nontraditional in terms of age, race and ethnicity, enrollment status, employment status, and familial responsibilities. Counselors cannot think in terms of a traditional workday that begins at 9:00 a.m. and ends promptly at 5:00 p.m. "Because these students have extensive off-campus commitments or transportation problems, services must be easily accessible on campus or available off campus via the telephone, the television, or the computer".

Counselors who work with nontraditional students require flexibility in their approaches. Traditional Western theories emphasize work with middle- and upper-class White populations, and for this reason, the goals and processes of counseling may marginalize other groups. For example, this may mean that counselors must make efforts to reach out to the community to inform students about available services rather than waiting for students to walk into their offices. The inclusion of more personalized and direct activities by the counselor can help to break down barriers to the counseling process.

ReferencesAxelson J. A.(1993). Counseling and development in a multicultural society (2nd ed.). Pacific Grove, CA: Brooks/Cole.Carson R.C. Butcher J.N. Mineka S.(1998). Abnormal psychology and modern life (10th ed.). New York: Addison, Wesley, Longman.Doweiko, E. Harold. (2006). Concepts of chemical dependency, CA: ThomsonMartens K. Lara E. Cordova J. Harris H.(1995). Community college students: Ever changing, ever new. New Directions for Student Services, 69, 5-15. National Institute of Drug Abuse. (1981). Trend report: January 1978-September 1980 data from Client Oriented Data Program (CODAP) (Series E, No. 24). Washington, DC: U.S. Department of Health and Human Services.