• Module 1 - Attitudes
  • Introduction
  • The Function of Attitudes
  • Opportunites for Discussion
    • Ambivalence
    • Faith Tradition
    • Youth Experiences
    • Case Study
    • Final Reflection
• Module 2 - Awareness
  • Introduction
  • General Awareness Information
  • Salient Features
  • Stages of Alcoholism
  • Physiological Impact
  • Other Options
  • Handouts
• Module 3 - Assimilation
  • Introduction
  • Roles of Religious Leaders
  • Codependency
  • Class Activity
  • Case Study
  • Handouts
• Module 4 - Action
  • Introduction
  • General Considerations
  • "The Twelve Steps" Information
  • Factors
  • Phases
  • Additional Possibilities
  • Handouts

MODULE IV: Action

Additional Module Possibilities

 

Competency 8 - Be familiar with and utilize available community resources to ensure a continuum of care for the:
Addicted person
Family system
Affected children

Competency 9 - Have a general knowledge of and, where possible, exposure to:
The Twelve-Step programs – A.A., NA, Al-Anon, Nar-Anon, Alateen, ACOA, etc.
Other groups

Competency 11 - Be able to shape, form, and educate a caring congregation that welcomes and supports persons and families affected by alcohol and other drug dependence.

Competency 12 - Be aware of how prevention strategies can benefit the larger community.

1. Attendance at an "open" Twelve-Step meeting.

One of the most effective pedagogical methods for learning about addiction is to have students attend an "open" Twelve-Step meeting. It is imperative that the meeting is "open" and not "closed." Have them listen, observe and reflect upon what they see, hear and experience in such a setting. This kind of experience has solidified in the minds of many students the value of the Twelve-Steps in the recovery process. It is even more helpful for a student to attend both an open A.A. meeting and an Al-Anon meeting. For people of the Jewish tradition, a JACS (Jewish Alcoholics, Chemically Dependent Persons and Significant Others) meeting would be especially helpful.

2. Invite one or more persons in recovery to speak to the class.

Actually seeing and hearing a person tell her or his story is a powerful personal experience as well as an effective pedagogical tool. You may know of people who are in recovery who are willing to come and share their experience, strength and hope. If not, you may wish to contact the central office of Alcoholics Anonymous, Al-Anon or Narcotics Anonymous in your city and ask for someone who is willing to speak to a class that is focusing on spirituality and addiction. People with quality sobriety and recovering members of Al-Anon welcome the opportunity to teach theological students and to share the importance of religious leaders being involved in this ministry.

3. Utilize DVD, video or films that are available for viewing and discussion.

There are a host of visual aides in the form of DVDs, videos as well as audio tapes that feature the story of addiction and recovery. The disadvantage of media is that it is less personal than attending a meeting or having a person or persons share their stories in class. Nonetheless, viewing a film whose focus is that of addiction and its impact on significant others, is another pedagogical tool for use in the classroom, provided there is sufficient time to both see the film and process it after viewing.

Module Home • Introduction • General Considerations • Spirituality and the Twelve Steps • Factors that Contribute to the Success of the
Twelve Step Program • Phases of the Fifth Step Ministry • Additional Module of Possibilities

 

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