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Course Learning Objectives/Outcomes

By the end of the course, the Counselor, Marriage and Family Therapist, Social Worker or Psychologist will be able to:
-Name one way of helping a workaholic client identify what is important.
-Name two techniques for Reducing Non-Productive Motivators.
-Name three non-productive motivators.
-Name four categories of compromise.
-Name two types of creative compromise.
-Name five strategies for picking up housework.
-Name 5 cognitive blocks that can create resistance to behavioral changes.
-Name three factors of stress.
-Name three ways the body copes with stress.
-Name two types of stress symptoms regarding male stress.
-Name four specific stresses regarding male clients and the responsibility factor.
-Name five characteristics of the Type A Personality.
-Name three strategies for fostering type B behavior in a male stress client.
-Name three additional strategies for fostering type B behavior.
-Explain a “pseudoworkaholic”.
-Explain parentified children. It has been argued that in workaholic-headed families, the generation lines that typically insulate children from the parental adult world get violated or blurred, and these children become what family therapists call parentified.
-Explain why the term workaholism has not been accepted into the official psychiatric and psychological nomenclature.
-Name the three principles behind behavior modification in a workaholic client.
-Explain why is denial of the problem another issue that counselors must contend with in counseling workaholics.
-Explain a “savoring workaholic”.
-Explain some counseling goals for bulimic workaholics.
-Explain what personality traits are more likely to become workaholics.
-Explain what percentage felt it was worth it for the men who put their professional ambition before their family and friends.
-Explain what “free drugs” produced in the workaholic cause home and family obligations to invariably drop down the priority list.
-Explain the economic theory of income/leisure trade-off.
-Name one of the conclusions of the Looking Backwards to Go Forwards: the Integration of Paid Work and Personal Life study.

"The instructional level of this course is introductory, intermediate, or advanced depending on the learners clinical area of expertise."