UMD Continuing Education
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Upon completion of the Studies in Gambling Addiction Certificate courses, you will be able to:
- Discuss the importance of the winning phase in the progression of a gambling addiction.
- Integrate the concept of 'the bailout' into a treatment plan for a gambling addiction client.
- Identify maladaptive behavior and thinking as it relates to the addiction process.
- Differentiate between the motives for gambling among different gambling types.
- Identify a personal belief system about winning as it relates to superstition and magical thinking.
- Describe how the cognitive development of an individual aids in the development of a gambling addiction.
- Integrate the underlying personality dynamics in assessing pathological gambling.
- Explain the importance of looking at the entire psychosocial environment when assessing pathological gambling.
- Identify two models for understanding the functioning of the gambler.
- Identify methods for assessing the gambler, and list the major assessment tools.
- Complete an initial assessment and formal diagnosis of a pathological gambler.
- Demonstrate how DSM-IV Criteria and GA Twenty Questions are used in diagnosis.
- Differentiate between other disorders and pathological gambling.
- Discuss the five stages of the grieving process.
- Integrate the concept of unresolved grief into an understanding of the development of a gambling addiction.
- Understand the concept of substitute satisfaction and its role in the development of the gambling addiction.
- Describe the phases of the Miller Treatment Model.
- Critique the importance of this model in the treatment of an addicted gambler.
- Apply this concept to a specific caseload.
- Identify specific learning interventions for pathological gamblers in treatment.
- Develop a therapeutic cognitive approach in dealing with a pathological gambler.
- Identify significant psychological factors in the development of a gambling disorder.
- Integrate working treatment plan skills.
- Examine the role that unmet needs and substitute satisfaction play in the gambling disordered client's life.
- Trace the gambler's unresolved grief episodes to the development of a gambling disorder.
- Identify three early family history patterns and examine their relationship to the gambling disorder.
- Trace the gambler's cycle of rebellion, guilt and shame, and conformity.
- Describe the 'Teflon' and ‘Velcro’ phases of rebellion and conformity.
- Identify seven elements of the gambler's dissociative experience.
- Explain the recommended treatment interventions based on strengths and needs in the area of personal, interpersonal, vocational, financial, and legal.
- Diagram the significant stress source in the client's life and the implications for treatment.
- Identify behaviors and patterns evidenced during the Assessment & Diagnosis: Advanced Questionnaire
- Utilize news articles to summarize current legal thinking on pathological gambling sentencing.
- State impressions of client drawn from the House-Tree-Person projective test.
- Identify significant experiences related to money.
- Discuss personal attitudes and feelings about money.
- Relate personal attitudes to counseling practice.
- Identify the two reasons for the client's distressing affect.
- Discuss the importance of isolation of affect.
- List five personality vulnerabilities in this type of gambler.
- List eight thinking patterns the gambler uses to deny reality.
- Analyze the active/passive dimension of the psychodynamic concepts of the pathological gambler.
- Assess the roles of physical reality and emotional reality in the understanding and treatment of the impulsive disordered client.
Activities and Assessments
Who Should Enroll
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What people are saying:
I had a lot of reservations about signing up for my first online course, but by the end of the Session One those reservations completely evaporated. By the end of Session Three, based on what I had learned, I was able to devise some worksheets for a client to complete. I am not sure if it was he or I who was more surprised at the revelations which came forth...
I haven't been this excited about learning in a long time.
- M.R., Counsellor, Leeds, England