The document discusses the importance of establishing rapport and trust when conducting an assessment of an alcoholic client in order to get honest information, as the client is denying alcohol use. It also notes that the counselor should be open-minded and objective during the assessment and gather additional information with the client's consent to properly diagnose and create an effective treatment plan. Informed consent and making the client aware of confidentiality are also discussed as important aspects of building trust in the therapeutic relationship.

1. 1 Undergraduate Studies ePortfolio Mara Zuschlag Psychology, 2010 Click Speaker

2. Personal Statement After my Bachelor of Arts degree in Psychology, with the minor in Substance Abuse, I will pursue my Masters of Science in Counseling. This goal will allow me to obtain my LADC and other licensures to increase my options and benefits in the field of substance abuse. My personal statement begins with a springboard of regret to a leaping of personal successes. I regret not seeing my goal as a counselor, therapist or mentor of sorts as I was graduating high school. I feel I would have touched and guided more lives on the road of recovery. However, I embrace all the years from high school to my present that provided my life with a multitude of diversified experiences to benefit clients. I have learned that those closing doors do open other doors of opportunity. I have learned that falling down is getting back up and moving onward and forward, tugging my foot out of the past. I have learned life challenges are opportunities for growth. Each degree I obtained was for that the jobs that will allow me give back to the people and have me feel good about it. I believe the best job is the one that is not financially rewarding as it is feeling good about going it, being present at it and leaving with the desire to go back! I figured by the time I was 40 I would know what I wanted to be when I grew up and that I did at the age of 45 as I worked in a substance abuse clinic. Play

3. Personal Statement I love to learn about substance abuse and how to make changes within this area of recovery. I am committed to a lifelong venture in the substance abuse field through counseling and teaching methods. I am a successful administrative assistant at a substance abuse clinic due to my education and motivation to be a part of team to promote and guide recovery. I have in-depth training and knowledge of opiates and their affects and challenges on a person with an addiction. I have successfully completed each of my classes, primary focus on Substance Abuse Treatment I & II, Substance Abuse and the Family, Biopsychosocial Effects of Substances, Developmental Psychology, and Research Methods, with full participation points and praises for communication style. Dr. Lowenthal, of Industrial/Organizational Psychology requested permission to use a few of papers as positive examples of writing style. In addition, I thoroughly utilized my resources to maximize my writing assignments. Each goal was obtained with motivation to reach my best potential and provide those results. I have accomplished a 4.0 GPA. Applications of my psychology knowledge increased my empathetic listening, communication style, and understanding in my job with substance abuse patients. Moreover, I provided inspiration to others that a mother and full-time employee can go to college and get the degree of choice, to commit your mind and just do it! I have developed the confidence to pursue participation in the Prevention Coalition in the Somersworth community.

4. Personal Statement I am striving to be a drug and alcohol counselor, as well as teacher and researcher in the field to improve treatment. I would like to advocate for the financially challenged clients to obtain affordable treatment. I would like to educate the public as to the increasing needs for treatment in substance abuse and open more doors and minds. I believe the most logical way for me to accomplish these goals is to continue education and participate in programs that advocate for patients. I need to be educated and work in this field to use my current knowledge, skills and experiences working with those with chemical substance addiction. To be the most effective drug and alcohol counselor, I must possess a Masters degree. A Masters of Science in Counseling will provide coursework that focuses on the diagnosis, treatment, prevention of mental and emotional disorders, crisis interventions, group counseling and chemical dependency, all of which will expand my knowledge from my bachelor’s degree (USM, 2010). In addition, students intern under the supervision of a licensed mental health worker to build my confidence in this field. Exposure to diversified treatment modalities is a logical necessary to gain valuable experience in this field. I welcome all opportunities to be present to observe and be used to in any interning or volunteer environment that benefits my growth. A huge benefit is that after graduating, individuals are eligible to sit for the National Counselor Examination (NCE) and prepare to be licensed as a clinical professional counselor (LCPC) in Maine (USM, 2010).

5. Resume Play me Mara Zuschlag 38 Lower Guinea Road • Lebanon, ME 04027 • 207-651-7484 • zuschette@yahoo.com Objective To pursue the field of substance abuse counseling of which utilizes my academic training and job knowledge obtained from employment in a substance abuse clinic. Education and Training Bachelor of Arts Degree, Psychology, Substance Abuse; 4.0 GPA, Argosy University, 2010 ­Associates Degree in Medical Assisting, 4.0 GPA, McIntosh College, 2004 ­Associate Degree in Business Science - Paralegal Studies, 3.97 GPA, McIntosh College, 1989 Employment Experience Healthcare Resources, Inc. Somersworth, NH ­Administrative Assistant 6/2004 - present ­­Supervisor of Front Office Support/Senior Patient Monitor ­Worked 40 hrs/wk while in college, and maintained a 4.0 G.P.A. Greeted, coordinated care and patient flow with 300+ opiate addicted patients daily Provided administrative/clerical assistance to management, clinical and medical staff Assisted Program Director in direction of front desk clerks, clerical staff and patient care monitors. Answered multi-lined phone system, screened, and directed all calls in a courteous, HIPAA compliant manner

7. Conducted drug screenings to include Supervised UAs

8. Conducted over 2,000 screenings and scheduling process of intakes.

9. Assisted, managed medical records

10. Maintained/copied documents from patient charts and other agencies

11. Maintained relationships with outside vendors

12. Supervised all safety measurements; MSDS Folder; Fire, Bomb Threat, Medical Emergency, Violence and Disaster Drills

13. Supervised all billing process to include liaison with Central, Medicaid and MaineCare offices

14. Verified Insurance eligibility; Prepared invoices and managed all billing and payments to patient accounts

15. Assisted with New Patient admissions to included patient identification process

16. Ordered all supplies and coordinated maintenance as needed

17. Experienced with Microsoft Office Professional, SMART Program, MaineCare Managed Services Online, Digital Imaging, Graphic Arts and research of all types.

18. Computer literate to include technical support

19. Attended staff, manager, In-service Trainings and various seminars as directed

21. Provided quality care and nutritious meals for infants (6wks) and children (up 11 yrs)

22. Established structure, creative arts and education through learned programs

23. Enriched and provided social, interactive and educational skill development

24. Performed record keeping, billing and tax preparation­

26. Managed function room with weekly entertainment, serving 200+ patrons

27. Stocked and inventoried bar

28. Handled cash

30. Traveled to homes and provided transportation for errands

31. Cleaned and sanitized areas to improve living conditions

32. Prepared nutritious meals

33. Encouraged positive self esteem; Stimulated both physical and mental activity

35. Drafted legal documents

36. Served legal documents to defendants

37. Monitored and coordinated order of client files

38. Attended court, retrieved and delivered documents

39. ­

40. Resume 4 Technical Skills Computer Skills -- Highly computer literate ­Applications including Windows Vista, 7, Microsoft Word, Excel and Internet Applications; SMART Program Above-average familiarity with Internet use, including political, social, and legal research and issues. Typing skills include word processing at 75+ wpm; Excellent grammar skills Electronic Skills –Highly diversified with office electronic equipment Fax/Copier/Scanner Panasonic – excellent familiarity with set up, programming, operating and troubleshooting multi use machine; quick learn with HP Inkjet Printers of several models Digital cameras – Use of many brands, providing imaging in many mediums, multi software programs, knowledgeable with uploading and downloading to various sources and producing graphic art Security camera – well verse in retrieving, reviewing, and saving recorded data of incidents Awards / Memberships Prevention Coalition - Somersworth/Rollinsford – 2010 The National Society of Collegiate Scholars – 2010 - present Class E Licensed Soccer Coach – Volunteer ROSO Soccer Association - 2005 - present BreatheNH -Seacoast Bike Tour Winners Circle Qualifier - Cyclist Fundraiser - 2008, 2009, 2010 Computer Prayer Request (CPR) Ministry - 2007 - 2009 Recipient of the Award for Excellence in Paralegal Studies -highest award to a college senior, 1989. President of Medical Assistants Organization (MAO) - 2003-2004 VP of Phi Theta Kappa - 2004 County Director for United Bikers of Maine - Motorcycle Rights Organization - 1994-1998 References - Available Upon Request

41. Reflection Click Speaker As I reflect on my academic tenure, I simply smile at how much I have grown. In the beginning I was lacking the confidence to produce quality work, however I was determine to give my best. I would read everything, to only fill my mind with information that was harder to retrieve, creating personal challenges. Writing in a style, of which I was unfamiliar, the American Psychological Association, APA format, was challenging. However each paper developed, over time increased with quality outcome. I learned to take one assignment at time, read relevant material to each task, of which allowed focus on issues for critical thinking to occur. Research is a passion, as discovery broadens the mind, enabling me to assemble the pieces of information into a presentation that another would understand or dispute. Understanding information or disputing creates learning growth. The learning process is parallel to life’s journey, as it is easier to handle one step at a time, to one day at time. Saving all my papers allowed a deeper reflection as I could view the samples and compare the changes of quality performance. From the first paper to the present is clearly evidence of my growth. The writing style is exemplary now, compared from the beginning of which amazes me, for I had thought I had produced excellent work. Perhaps, in the future I will have similar thoughts as there is more room for growth. Each Professor and Doctor critically contributed to my growth, fine tuning my rough academic edges to hone me into the graduate I am today. I learned progress and not perfection is the way to keep anxiety at bay and to move forward with confidence. My weakness is the understanding of statistics, of which is a valuable part of an empirical study. Initially, reading a study was foreign to me; however that has changed to my greater understanding of research paper. The method and results are crucial to a thesis, of which is relevant to support or negate a current research of interest. I currently have a basic understanding of statistics I feel needs to increase as strength.

42. Reflection Con’t Another weakness would be oral presentations, as this was not an opportunity to explore within an online education. However, I did learn to read aloud each paper for proof reading and clarity to an audience. I had not practiced this method in previous educational environments, thus in essence this weakness created strength in my writing abilities. My greatest strength is research, to include gathering, sorting, organizing and presenting the information. This process requires a deep thinking level and my focus on issues of importance. I have the ability to develop, apply and defend a particular stance related to psychological concepts in my written work. My compassion is reflected in the quality of information provided, that I gathered, to support what I am striving to prove. I strive to analyze and apply the major concepts, theoretical perspectives, empirical findings, and applications that are relative to my field and special interest, of which is chemical substance abuse. Another strength developed from my tenure at Argosy is my ability to apply psychological principles in my everyday decision-making and my interactions with others at my workplace, church, family and social environments. I have learned to be an active listener to establish rapport, relationships and to promote the growth of others and effect change. This growth enabled me to learn to be a peace maker and not a storm bringer. In addition, I understand the importance of ethical guidelines and I am able to identify key elements therein, to include the laws of confidentiality and their importance to patients and clients. To summarize, my academic tenure has been an amazing growing, learning experience. I think differently with an open-mind, understanding, nonbiased and increased objectivity. Future education is a necessary for me to keep my mind fresh and expanding with new information in this ever changing field of psychology. The methods and forced focus on each study of the program, developed me into the excel student I am today. I am confident I can continue this growth, rather than fear and not move forward. Ultimately, the goal is to be the best I can be to provide help to another person with their potential on their life’s journey.

44. Applied Psychology

45. Ethics and Diversity Awareness

46. Research Skills

47. Foundations of Psychology

48. Communication Skills: Oral and Written

50. Cognitive Abilities: Critical Thinking and Information Literacy/Applied Psychology Running head: ASSESSMENT OF AN ALCOHOLIC Accurate assessment and diagnosis of treatment of alcohol is imperative for treatment planning (Stevens & Smith, 2009). The first priority when engaging in a diagnostic assessment is to be open-minded and objective with observations and information received (Miller, 2005). Initially, a rapport should be established with the client/patient, as in the case with Charlie and the counselor. Charlie is demonstrating an active defense mechanism to minimize or deny his alcohol use and other substances (Argosy University, 2010; Miller, 2005). A counselor needs honesty and openness from the client, of which trusting relationship is necessary for this to occur. To establish a trusting relationship is to make the client aware of their patient rights to include confidentiality, as well as be human, respectful, empathetic, and genuine (Corey, 2009; Miller, 2005). Informed consent is an ethical and legal requirement and an integral part of the therapeutic process, of which promotes active cooperation of clients, empowering them to build a trusting relationship (Corey, 2009). In addition, other information may need to be gathered about the client to assist in the assessment, thus requiring authorization of releases from the patient to do just that. A positive approach will help Charlie an active participant and honest collaborator in this treatment. Accurate assessment and diagnosis of treatment of alcohol is imperative for treatment planning (Stevens & Smith, 2009). The first priority when engaging in a diagnostic assessment is to be open-minded and objective with observations and information received (Miller, 2005). Initially, a rapport should be established with the client/patient, as in the case with Charlie and the counselor. Charlie is demonstrating an active defense mechanism to minimize or deny his alcohol use and other substances (Argosy University, 2010; Miller, 2005). A counselor needs honesty and openness from the client, of which trusting relationship is necessary for this to occur. To establish a trusting relationship is to make the client aware of their patient rights to include confidentiality, as well as be human, respectful, empathetic, and genuine (Corey, 2009; Miller, 2005). Informed consent is an ethical and legal requirement and an integral part of the therapeutic process, of which promotes active cooperation of clients, empowering them to build a trusting relationship (Corey, 2009). In addition, other information may need to be gathered about the client to assist in the assessment, thus requiring authorization of releases from the patient to do just that. A positive approach will help Charlie an active participant and honest collaborator in this treatment.

51. Cognitive Abilities: Critical Thinking and Information Literacy/Applied Psychology Running head: ASSESSMENT OF AN ALCOHOLIC The counselor’s observation of the client during the assessment is an integral part of the process. The counselor is aware of common factors and problems to alcoholic, to include eliminating any biases that may have been personally developed (Miller, 2005; Stevens & Smith, 2009). In Charlie’s case, his physical presentation is indicative of alcohol dependence. In addition, is behavior reflects his defense mechanism is in high gear. These observations assist the counselor with these issues to further instill trust in their relationship. The counselor understands it is critical for Charlie to be open and honest for an accurate assessment, thus assuring him this process is for his benefit to make the best decision for himself, as this is all about him. This process will indicate Charlie’s readiness for change as well. Considering, Charlie’s present physical state, a counselor can obtain his alcohol use by a medical examination (Miller, 2005), as another tool to address the issue of amount of use. It is concerning as to an accurate assessment of Charlie’s medical condition to determine intensity and longevity of alcohol use/abuse. Charlie’s self-reported as a poor historian regarding his alcohol use; therefore a physical examination will reveal history use information. To alleviate Charlie’s anxiety about a medical examination and medical chemical tests, a counselor would explain the benefits that will obtained, such as any medical compromising issues found can get start treatment. In summary, the goal of the counselor during an intake interview is to establish a trusting relationship. Trust is established with empathy, respect and genuineness, in addition with the providing informed consent of treatment. The counselor addresses honesty issues with rapport, psychometric instruments, objective observations and requesting additional information from others with consent. Medical examination and other professional assessments may be necessary for accurate assessment during this therapeutic process for Charlie. A thorough alcohol assessment requires time, energy, and accurate information gathered from the counselor for an evaluation of a diagnosis, to start a treatment plan that fits the patient.

52. Cognitive Abilities: Critical Thinking and Information Literacy/Applied Psychology Running head: ASSESSMENT OF AN ALCOHOLIC References Argosy University. (2010). PSY483: Substance Abuse Treatment II: Module two: Retrieved from http://myeclassonline.com Corey, G. (2009). Theory and practice of counseling and psychotherapy (8th ed.). Belmont, CA: Thomson Brooks/Cole Miller, G. (2005). Learning language of addiction counseling (2nd ed.). Hoboken, NJ: Wiley & Sons, Inc. Retrieved from http://online.vitalsource.com/#/books/978-0-471-69612-4/pages/2699970 Stevens, P., Smith, R. (2009). Substance abuse counseling: Theory and practice (4th ed.). Upper Saddle River, NJ: Pearson/Merrill

53. Ethics & Diversity Awareness/Research Skills There is no Reason to Exclude God, the Supernatural, from Science Ethics & Diversity Awareness/Research Skills 12/7/2010 Mara Zuschlag Argosy University

54. Ethics & Diversity Awareness/Research Skills Running head: GOD IN SCIENCE Science is seeking answers as those that are doing God’s work are seeking to please Him. Scientists are seekers, some with faith of God and some that do not. Scientists with faith to seek belong to them, as they believe that God seeks those with faith, thus God guides the seeker. Each seeker need not dominate the other to refute belief of truth, if truth is indeed in question. If an individual believes that he is guided by God to seek truth about the universe, of which results in findings that are deemed scientific, does the directive source need to be questioned? The war between Christianity and science has been in existence for hundreds of years, as both the Christian and the scientist try to do the same thing, explain the world around us and find solutions. I want to be clear from onset of this discussion that the word, “Christian” will be used to classify all those that believe in God as their supernatural being. The argument will not be regarding Christian stems from the New Testament. Christians believe that God has acted supernaturally within the natural world, thus allowing supernatural action to be included justifiably into relevant scientific theories (McDonald & Tro, 2009). .Science can enhance faith and need not destroy it. Incredible is the scientist that can research, conduct experiments, obtain results, make discoveries and be a devout Christian. The scientific method requires experimental observation and replication for validity of results. I have found no reason to exclude God, unless there is irrelevancy to the research of which is presenting the results and conclusion. However, there are those that feel differently about that concept and have their opposition to the inclusion of God in science. Elimination of what may exist, to keep the discovery of answers to our Universe, is clearly creating a fog over the actual truth. There is no reason to exclude God from science.

55. Ethics & Diversity Awareness/Research Skills Running head: GOD IN SCIENCE Albert Einstein was up against the Christian theology, of which holds a timeless and changeless God. Einstein was a scientist with a strong Christian foundation of which he expressed gratitude for serving God. He praised God for the guidance of his works, as the church was offended that such works could be a motivation by God. Science was a religious activity for Einstein, evoking deep religious emotion, along with two of his exemplars, Johannes Kepler and Isaac Newton. Individually and yet together unplanned by their scientific works had unified creation and its beauty with mathematical harmony (Brooke, 2006). Moreover, Einstein invented religion that offered a union with science, also known as his “cosmic religious feelings” (Brooke, 2006; Argosy, 2010). This feeling allowed Einstein to pursue his ideas without obstacles, albeit human or divine. When Einstein was asked by the church as to what effect relativity would have on religion, he had replied, “None” and reasoned that relativity was a scientific matter and had nothing to do with religion (Brooke, 2006). Einstein, famous for development of the “Laws of Motion” and “Gravity” was evidence that God could be included in science. Sir Arthur Eddington (1882-1944), a lifelong Quaker, a religious man and astrophysicist was a seeker following his own “Inner Light”, God (Batten, 1995). In 1919, Eddington was the leader of the eclipse expedition, which proved Einstein’s general theory of relativity. Batten’s studies could not conclude whether his writings indicated a stronger importance of his scientific work or religious experiences (1995). Eddington examined carefully if there needed to be, any conflict between the two, his religious beliefs and science.

56. Ethics & Diversity Awareness/Research Skills Running head: GOD IN SCIENCE In my opinion, Eddington indicates a balance between science and God, researching and completing his studies. However, one of Eddington’s most famous quotes supporting inclusion of God in science was, “You will understand the true spirit neither of science nor of religion unless seeking is placed in the forefront” (Batten, 1995, p. 3). Eddington was successful; holding true to his religious belief that in science, for he believed the truth is sought out by seeking the light on the path shown by the beacon. God is the light of the lamp that shines on the path of which we are guided. Eddington, included God in scientific research, and would not deduce his religious belief or the existence of God from any specific result, more importantly he strong opposed all attempts to do so (Batten, 1995). In scientific studies, researchers use methods, testing instruments, calibrations of mathematical equations and yet can include God. Must every theoretical expectation be accepted only after every single obscured counterclaim has been exhausted, (Kraus & Dawkins, 2007)? The how and why we got the solution, deemed more important that the discovery itself for those judgmental individuals that wanted only the natural scientific methods. One must keep in mind, that Einstein discovered “force of motion” but not the occurrence behind the motion, for his concern was not the how and why of force, only that force existed and created motion.

57. Ethics & Diversity Awareness/Research Skills Running head: GOD IN SCIENCE Questioning a scientist’s motivational factor, of which is God, would be similar as to having no motivational guidance at all. Is no motivation for scientific research debated? The debate exists as to the importance of teaching the contrast of church and science or putting church in its place. In a study found by Byfield and Byfield, a survey of 600 scientists found that mathematicians were more inclined to believe in God, as 44.6% believe that something behind reality must be a great Mind – God (1997). Since 1916, Professor James Leuba of Bryn Mawr University in Pennsylvania, conducted survey of scientists religious beliefs, of which found biologists comprised of 69.5%, were unbelievers of God (Byfield & Byfield, 1997). Today that has changed, due to the gradual decline in credibility of Darwin’s theory, and they would be the first to be aware of the many holes that theory had. Mathematicians have found that math in religion; all intertwines and works so perfectly, that somebody or something had done this, as purely a part of geometry turns out to be an essential part of algebra could not be just made up by man (Byfield & Byfield, 1997). Donald MacKay, author of ‘Biblical Perspectives on Human Engineering” in the Journal of the Institute for Reformation Studies (1986), supports that science in a biblical perspective is an activity pleasing to God (Berry, 2008). Revolutionary scientists, such as Einstein, Eddington, Maxwell and Newton, all indicated their seeking science by God’s direction in some way.

58. Ethics & Diversity Awareness/Research Skills Running head: GOD IN SCIENCE Maxwell’s papers reflect his faith in God, by virtue of the prayer found in the spirit of Psalm 111:2: “Almighty God…teach us to study the works of Thy hands, that we may subdue the Earth to our use and strengthen the reason for Thy service; and so to receive Thy blessed Word that we may believe on Him Whom Thou hast sent, to give us the knowledge of salvation and the remission of our sins. All of which we ask in the name of the same Jesus Christ, our Lord” (Berry, 2008, p. 2) Maxwell believed, as a scientist to research and care for our world, as Psalms 111:2 had cited in the Bible. In addition, Lord Rayleigh, a recipient of a Nobel Prize for Physics for his work on gas densities and the discovery of argon also had Psalms on the covers of his works (Berry, 2008). Johannes Kepler, the German astronomer of the 1600s, found his work was praised by God, for his practice of science was including God in thoughts (Berry, 2008). In opposition to my thesis, others find there is reason to exclude God, the supernatural, from science. Both naturalism and humanism exclude God from science, for this is atheism and atheism in itself is religion. The opposition of God stands on the ground of natural, meaning if it can be proven by the natural, results do exist for scientific evidence. Henry Morris, Ph.D., founder of the creationist movement, had quoted a professor in the Department of Biology at Kansas State University, “Even if all the data point to an intelligent designer, such a hypothesis is excluded from science because it is not naturalistic” (2010, p. 1).

59. Ethics & Diversity Awareness/Research Skills Running head: GOD IN SCIENCE This statement opposes God in science, for God is not of the natural, therefore does not exist. All things of the Universe cannot be explained, thus Morris is stating not all answers can be of the natural. This professor does not stand alone with his emphasis upon uniformity of natural law. Charles Lyell, author of the book, The Principles of Geology, emphasizes uniformity, opposing God in science, as he states that no extraordinary agents have a place in science (Argosy, 2010). Lyell’s concept was uniformitarianism, of which did not include God. He thought that prevailing geological theories were biased and based on the interpretation of the book of Genesis; hence his thoughts were his perception based on findings of the natural. Included in the other side of the thesis, to exclude God from science are both theists and non- theists. Both question the appropriateness of supernatural elements, including God, within scientific theories, (McDonald & Tro, 2009). McDonald and Tro, had found in their research, that both Christian and non-Christian scientists should practice only methodological naturalism in doing science, of which findings should only include naturalistic explanations in scientific hypothesis and theories (2009). In essence, this opposition is a paradigm, of which only methods used are those of the natural and nothing else should be included. This opposition is science superiority that exists when viewed from within and by its own rules, (Argosy, 2010). Moreover, methodological naturalism is itself an empirically validated scientific methodology, unless another framework with God can be deemed necessary to include otherwise, (McDonald & Tro, 2009).

60. Ethics & Diversity Awareness/Research Skills Running head: GOD IN SCIENCE Is the philosophy that insists that nature is all there is, therefore nature is the only thing of which we can have any knowledge of and justifies the reasoning to exclude God from science? Nothing in the five steps of the scientific method excludes the supernatural or God. How can one measure God without tests and data? However, science by nature has a certain down-to-earth quality, of which it can be proved or disproved, of which the supernatural is speculation (Argosy, 2010). A theorist tends to believe that experimental evidence suggest new theory, thus scientific theories exist from researched qualitative or quantitative data. In Batten’s research, he found that a vast majority of scientists opposed Eddington’s book, Fundamental Theory, as those scientists believe scientific description as being in some sense the, “real world” (2007). Therefore, God or supernatural explanations are needed to be tested like every other hypothesis has to be. This is the opposition, for the scientific method’s step of testing, challenges the testing of God or the supernatural. How could God exist in any scientific factual data? Richard Dawkins, evolutionary biologist, states that religion is bad science, (Krauss & Dawkins, 2007). To conclude, several revolutionary scientists, evidently proven successes of their scientific researches, supports God should be included in science. The revolutionary scientists did include God and their works are valid. As science motivates the Christian to seek answers about the world and find those solutions, the Christian faith is enhanced by the findings. Science is a potent tool for all things, as the scientist to seek truth. Science connects us to the material world. A Christian scientist can view that science is a way of understanding the natural world, using natural forces and processes, however believe God inspires that seeking of understanding. Science is the only reliable way to understand the natural world and yet powerless to answer what is the meaning of human existence (Van Biema, 2006). Both science and the religious beliefs of God, can coexist with in an individual, thus inclusion is truth of the journey of the seeking the experience.

61. Ethics & Diversity Awareness/Research Skills Running head: GOD IN SCIENCE The general consensus of opposition for the inclusion of God in science is the neither belief that God is not natural nor nature. This debate will continue, as each side, to include or not to include find support their reasoning. Overall, does the reasoning to include or not include more important than understand the findings of any scientific research? Science is about the seeking the truth, thus all inclusions of findings is part of that truth. However, science alone, cannot give all the answers to the questions we ask. Prince of Wales defended the sacred trust between mankind and God, to include our acceptance of stewardship for the earth (Barry, 2008). This basic principle is smothered by scientific rationalism, not science itself, but by individuals who force scientific results to support their preconceptions, (Barry, 2008). To exclude God from science increases support, however it is an isolated support. References Argosy University. (2010). The rise of modern science. Pearson Custom. Retrieved from http://digitalbookshelf.argosy.edu Batten, A. (1995). A Most Rare Vision: Eddington’s Thinking on the Relation Between Science and Religion. Society for Scientific Exploration; Journal of Scientific Exploration. 9,(2), p. 231-255. Retrieved from http://www.scientificexploration.org/journal/jse_09_2_batten.pdf Berry, R. (2008). The Research Scientist's Psalm. Science & Christian Belief, 20(2), 147-161. Retrieved from Academic Search Complete database.

62. Ethics & Diversity Awareness/Research Skills Running head: GOD IN SCIENCE Brooke, J. (2006). “IF I WERE GOD”: EINSTEIN AND RELIGION. Zygon: Journal of Religion & Science, 41(4), 941-954. doi:10.1111/j.1467-9744.2006.00790.x. Byfield, T., & Byfield, V. (1997). Why the mathematicians, more than other scientists, tend to believe there's a God. Alberta Report / Newsmagazine, 24(25), 35. Retrieved from Business Source Premier database. Krauss, L., & Dawkins, R. (2007). Should SCIENCE Speak to FAITH?. Scientific American, 297(1), 88. Retrieved from MasterFILE Premier database McDonald, P., & Tro, N. (2009). In Defense of Methodological Naturalism. Christian Scholar's Review, 38(2), 201-229. Retrieved from Academic Search Complete database Morris, H. (2010). “The Scientific Case Against Evolution.” The Institute for Creation Research. Retrieved from http://www.icr.org/home/resources/resources_tracts_scientificcaseagainstevolution Petzold, C. (2005). Charles Petzold. Maxwell, Molecules, and Evolution Retrieved 297(1), 88. Retrieved from MasterFILE Premier database Van Biema, D. (2006). Reconciling God and Science. Time International (Canada Edition), 168(3), 32-34. Retrieved from Business Source Premier database.

63. Knowledge of Foundation of the Field Dual Diagnosis Knowledge of Foundation of the Field 12/7/2010 Mara Zuschlag Argosy University

64. Knowledge of Foundation of the Field Running head: DUAL DIAGNOSIS The treatment plan is the starting point of a road map for Steve’s recovery (Miller, 2005). Due to Steve’s defense mechanism in high gear, collaborative counseling treatment process is necessary, of which involves options and the client’s ultimately making the choices (Miller, 2005). Steve will work collaboratively with the counselor to map out his route for his goals of recovery (Miller, 2005). By Steve’s subjective reporting he will identify the important problems and situations that need behavioral changes. Mutually goals are agreed upon; however, ultimately it is Steve that will determine the goals that will resolve his stated problems. Problems must be expressed in behavioral terms, for progress to be measured. A plan or strategy is made to link the problem to the goal, of which describes the method, the person and the time frame involved to reach this goal (Kulewicz, 2005). Treatment planning is an ever-changing process, requiring regular reviewing and modifications as necessary. Steve’s cooperation is essential to make his treatment plan work. In addition, a high degree of rapport and trust is necessary in the client/counselor relationship. Honesty and cooperation must exist for the effectiveness of this plan. The counselor must be genuine and insightful to recognize his basic needs of which is communicated to develop a comprehensive system for addressing the problems (Kulewicz, 2005). Steve’s issues are addiction recovery, medical, education/employment and relationship. Steve needs to acknowledge the level of his drinking problem and the effects it is having on the other problem areas, such as his education and family. In addition, Steve has expressed symptoms of depression of which may require medicinal treatment.

65. Knowledge of Foundation of the Field Running head: DUAL DIAGNOSIS Steve’s resistance to treatment planning requires assessment tools, to assist the measurement of his drinking problem and depression symptoms. Addicted individuals have the ability to push the limits on relationship, of which causes consequences, to include negative feelings. Chemically dependent individuals are four times likely to commit suicide than the national average (Miller, 2005). Steve is suffering from depression, of which it is imperative to discuss suicide assessment with him. Depression symptoms may derive from the use of alcohol and may disappear after abstinence, however flexible diagnosing is using a provisional diagnosis until the counselor has more information to assess (Miller, 2005). Current assessment tools for Steve’s alcohol use and depression symptoms will be helpful in treatment in planning. Broad overview assessment tools are helpful to determine if additional in-depth measurements are necessary. In Steve’s case, we need to determine the level of his drinking problem and measure his depression symptoms. To increase Steve’s awareness of his drinking problem, I would recommend the CAGE test, as it is used to determine if there is a problem with alcohol (Argosy University, 2010; Miller, 2005). This test is short and simple, and provides a stepping stone to further in-depth tests, such as the Michigan Alcohol Screening Test (MAST) and Mental Health Assessment (MHA) psychometric tools (Argosy University, 2010). Discussion will follow, to determine the need and type of instrument to further assess Steve’s alcohol and mental health problems. Steve will determine if he needs to cut down drinking, annoys others by his drinking, feels guilty by his drinking, and has needed the Eye-Opener drink. I would recommend the Becks Depression Inventory (BDI) to assess the level of Steve’s depression. Beck has also developed a screening tool for anxiety and suicidal tendencies (Argosy University, 2010). Very good

66. Knowledge of Foundation of the Field Running head: DUAL DIAGNOSIS After the assessment tools have been administered and assessment of the problems has been determined, next is setting goals for the treatment plan. In setting Steve’s goals for the presented problems, it is important to not overwhelm with a number of goals, that are not attainable, and not to set long term goals (Kulwicz, 2004). Addicts tend to live in the “now” state of mind and need to work on the problem prevalent in this “now” state (Kulewicz, 2004). The core of the counselor’s honesty is what is believed to be a fit for the client’s needs, of which correlates with the setting of realistic goals (Miller, 2005). Steve makes the choices for his goals, as this allows him to experience empowerment of making choices (Miller, 2005). Initially Steve sets a few immediate goals such as 1.) Treat his depression, 2.) Return to school and, 3.) Rebuild his family relationship. Linking the problem with the goals are the steps that Steve needs to get where he wants to go during his recovery. One recommended step is to make and appointment to get a psychological evaluation for further assessment for his depression symptoms; therefore an appointment with a mental health counselor is set. Another step would be finding and planning attendance to an Alcoholic Anonymous (AA) self-help meeting, together with Alanon for his family members. Alanon is a step towards treating the family with Steve’s alcoholism, should that be established. Alternatively and/or additionally suggest scoping out self-help groups for those with dual diagnosis such as, Double Trouble Recovery (DTR) or Dual Recovery Anonymous (DRA). All three self-help groups, AA, DTR and DRA are subject for Steve to try out the fit of the programs. He may discover he likes one or two, however the offering is provided by the counselor to avail him of those choices that can benefit his treatment plan.

67. Knowledge of Foundation of the Field Running head: DUAL DIAGNOSIS To summarize, treatment plans depend on the cooperation of the client for effectiveness (Miller, 2005). The treatment process begins with individual therapy, consisting of genuineness and collaboration (Argosy University, 2010; Miller, 2005). Collaborative efforts by both counselor and client must occur during the treatment process. The counselor provides insightful recognitions and guidance, and the client is empowered by choices they made. However mutually agreed are problems and needs that become goals attained (Kulewicz, 2004). Treatment plans are in an “ever changing” state, thus processes, problems, methods and goals change and treatment is flexible to benefit the recovery of the client. . References Argosy University. (2010). PSY483: Substance Abuse Treatment II: Module Three: Retrieved from http://myeclassonline.com Kulewicz, S. (2004). The twelve core functions of a counselor (5th ed.). Marlborough, CT: Counselor Productions. Miller, G. (2005). Learning language of addiction counseling (2nd ed.). Hoboken, NJ: Wiley & Sons, Inc. Retrieved from http://myeclassonline.com

68. Communication Skills/Interpersonal Effectiveness Suicide/Homicidal Tendency Assessment: Duty to Warn Communication Skills/Interpersonal Effectiveness PowerPoint Presentation 12/7/2010 Mara Zuschlag Argosy University

69. Suicidal and homicidal tendencies have a strong relationship with alcohol and drug use, therefore a counselor needs to be insightful on signs of both and assess continuously (Miller, 2005). All suicide and homicide tendencies need to be carefully examined, taken seriously and handled in a careful ethical manner (Miller, 2005). There are suicide completers, attempters, threateners, and parasuicidals., of which all are treated in the same way. A trustful client-counselor relationship with in-depth communication allows the counselor to be attuned with the client, alerting to potential crisis in the near future (Kulewicz, 2010). An alert counselor can pick up on the client’s changing demeanor to assess the developing disturbance, such as suicidal and homicidal tendencies. Preventative planning is a form of intervention. Addiction Crisis Issues: Suicidal and Homicidal Tendencies

70. Types of Assessments Considering that both impulsive behavior together with feelings of hopelessness can be lethal for a substance abuser , a counselor continuously assesses to increase alertness and awareness of their clients (Argosy University, 2010) Assessment for suicidal and homicidal tendencies is part of the counseling process as to the frequency of their occurrences. Chemical substance abuse was a coping mechanism, thus as a crisis arises so to the challenges to both the client and counselor to learn to overcome them. One method to assess suicidal/homicidal tendency is to memorize the following three questions: Are you thinking of hurting yourself? Or others? How would you hurt yourself? Or others? What stops you from hurting yourself? Or others? (Miller, 2005) A counselor learns to watch for signals of possible suicidal ideations. Another way of assessing for this is the administering the SAD PERSONS scale (Argosy University, 2010; Miller, 2005). 10 Factors correlated to suicide Age, Sex, depression, previous attempts, ethanol, rational thinking loss, social supports lacking, organized plan, no spouse and serious sickness.

72. Develop support and explore alternatives that are helpful.

73. Provide local or the national hotline resource numbers for “back up”, as one never knows that may be all that is available at a time of need.

74. Increase counseling sessions

75. Involve family or friends, if consent is made available.(Miller, 2005)

76. Provided supporting data for the usefulness of these interventions

77. knowledge of these categories might help the counselor identify the issues that need to be addressed in the intervention and counseling.Interventions for Suicide Ideations

79. Know the limits of working with suicidal patients (Miller, 2005).

80. Risks low to moderate, have patient sign contract to promise to not attempt suicide for a specific amount of time and agree to take action that has been agreed upon should the thought arise (Miller, 2005).

81. For moderate to high risk patients, hospitalization or medication may be necessary (Miller, 2005).

83. Substance Abuse Counselors need to be trained as to their limitations of “duty to warn” to remain in compliant with federal law Code of Regulations (CFR), 42.

84. According to SAMSHA, “conflict between the "duty to warn" imposed by the many States that have adopted the principles of the Tarasoff case and the Federal confidentiality requirements.”, CFR 42 (1992, p. 5).

85. Three questions to ask regarding duty to warn, protect or report: (1) Does State law require the program to make a report? (2) Does State law permit the program to make a report? (3) How can a report be made without violating the Federal law and regulations governing confidentiality of patients' records (42 U.S.C. §§290dd-2 and 42 C.F.R. Part 2)? (SAMSHA, 1992)

86. CFR 42 – Prohibits disclosure in situations in substance abuse treatment (Miller, 2005)

88. Legal Duty to warn onto therapists when the tendency becomes a “threat” (Miller, 2005)Tarasoff v. The Regents of the University of California (1974) does not over ride the federal law, which prohibits the duty to warn from patients of substance abuse (SAMSHA, 1992).

90. Argosy University. (2010). PSY483: Substance Abuse Treatment II: Module Five: Retrieved from http://myeclassonline.com

91. Kulewicz, S. (2004). The twelve core functions of a counselor. (5th ed.). Marlborough, CT: Counselor Publications.

92. Miller, G. (2005). Learning language of addiction counseling (2nd ed.). Hoboken, NJ: Wiley & Sons, Inc. Retrieved from http://online.vitalsource.com/#/books/978-0-471-69612-4/pages/2699970References

93. My Future in Learning “Learning is a lifelong process” I envision my future as a lifelong learner, as I cannot imagine not learning about psychology and associated subjects in this ever-expanding field. I plan on working until my mind no longer functions! From my bachelor’s degree, I will continue my journey towards a Masters Program, Science in Counseling, hopefully in the Fall of 2011. In addition, I will attend various seminars and conferences relative to the psychology field. Books and journals are available for reading as they are resources to keep the mind fresh and updated. Clients or patients continue to teach life, through their experiences. The field is ever changing and to best treat clients is to keep up to date, thus learning is an essential for my life. Click

94. Contact Me Thank you for viewing my ePortfolio. For further information, please contact me at the e-mail address below. zuschette@yahoo.com