Select an assessment from Chemical Dependency: A Systems Approach with faculty approval and administer the instrument to someone you know who drinks, uses drugs, or both.

Provide an analysis regarding the following:

• Identify what assessment was used.
• Did you find the assessment useful?
• What additional questions might need to be asked to accommodate particular special populations?
• Include a summary of findings and a recommendation for treatment options.
• Do not disclose the interviewee’s identity in your analysis.
• Include peer-reviewed research as support for your answer.

What is a Chemical Use Assessment? Here’s What You Need to Know

If you’ve heard the term “Chemical Use Assessment,” you might be wondering what it means and what it is. Whether you’ve been recommended to get an assessment after a DUI or after deciding to get help with addiction, you’re on the right track.

What is a chemical use assessment?
A chemical use assessment is a confidential evaluation process where a clinician (usually an alcohol and drug counselor, social worker, or mental health practitioner) will interview you on different aspects of your life and alcohol and drug use. The purpose of an assessment is to determine what kind of treatment program will be the best fit for you, your life and your recovery goals.

How will I be assessed?
Chemical use assessments are conducted using a framework developed by the American Society of Addiction Medicine (ASAM). Using this method, professionals will evaluate your use of drugs and alcohol, mental health history, social network and more. Based on these life areas, you’ll be given an individualized recommendation to a treatment or educational program, like a DUI or drug education class.

Here’s what else you need to know about assessments:

The assessment process lasts about 1-2 hours.
There’s a lot to cover in a chemical use assessment, so you’ll want to plan plenty of time to talk with your assessor. Make sure to bring any insurance information, as well as any notes you have about your history with drugs and alcohol, or the circumstance that led you to book an assessment. As you prepare, you might also want to write down any questions you have for your assessor. He or she is there to help you navigate the process of finding a recovery program and will be able to listen to any questions or concerns you have along the way.

You’ll be given a preliminary recommendation immediately after your assessment.
Once the interview process has been concluded, your assessor will likely share their thoughts with you about what program seems to align with your recovery needs. It’s important to note that this preliminary recommendation isn’t final until after the assessor has had a chance to fully review your information, contact a probation officer or support person, and discuss with a clinical team. You’ll then be contacted about a final recommendation and will be given a list of programs to consider.

It’s important to be as honest as possible.
It might seem intimidating going through your life details with a counselor, but it’s important to be as honest as possible. Your assessor is there to support you, so try not to feel uncomfortable or embarrassed about anything you need to share. The more information you provide during the assessment, the greater likelihood that you’ll be recommended to a program that will be the best fit for you. And remember, the process of recovery, no matter how you find it, can be life-changing — in a good way!…

ORDER NOW FOR AN ORIGINAL PAPER!!! Assessment from Chemical Dependency

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

 

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

• Communication is so very important. There are multiple ways to communicate with me: 
  • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
  • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.