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 DETAILED CONTENTS

Preface xvi
About the Editors xviii
About the Contributors xix

1. F
 rom Treatment Lore to Theory Application:
An Introduction to Addiction Theory and Practice 1
John R. Culbreth, Pamela S. Lassiter
Treatment Lore 2
Overview of Book Sections and Chapters 6
Addiction Counseling Case Study 10
Appendix: National Association of Alcohol and Drug Abuse
Counselors: Code of Ethics 13

2. H
 istorical Perspectives and the Moral Model 27
Pamela S. Lassiter, Michael S. Spivey
Colonial Era (1492–1763) 27
American Revolution and Young Republic (1763–1820s) 28
Temperance Movement (1826–1919) 28
Prohibition (1919–1933) 31
World War II Era (1939–1945) 32
Nixon Era (1969–1974) 33
Carter Era (1977–1981) 34
Reagan Era (1981–1989) 35
The 1990s and 2000s 36
Cultural Views of Addiction 38
Basic Tenets of the Moral Model 39
Strengths and Weaknesses of the Theory 40
Influences on Social Policy 41
Influences on Clinicians 42
Case Study Responses 43
Summary 45
3. Biological Theory: Genetics and Brain Chemistry 47
Kathleen Brown-Rice, Regina R. Moro
Overview of Empirical Research Findings on the Addictive Process 47
Neurotransmitters 47
Brain Reward Pathway 48
Cycle of Addiction 49
Basic Tenets of the Theory 50
Philosophical Underpinnings and Key Concepts of the Theory 51
Dispositional Model 51
Neurobiological Model 52
Hijacked Brain Theory 53
Addictive Substances 53
Depressants 53
Stimulants 58
Latest Trends 60
Polysubstance Use 62
How the Theoretical Approach Is Used by Practitioners 62
Conceptualization 62
Psychoeducation 63
Assessment and Prevention Implications 65
Strengths and Weaknesses of the Theory 66
Strengths 66
Weaknesses 67
Case Study Responses 68
Summary 70

4. Psychoanalytic Theory of Addiction 76

Leigh F. Holman
Basic Tenets of the Theory 76
Philosophical Underpinnings and Key Concepts of the Theory 83
How the Theoretical Approach Is Used by Practitioners 87
Assessment and Prevention Implications 93
Strengths and Weaknesses of the Theory 95
Case Study Responses 96
Summary 99

5. S
 elf-Psychology Theory: Addiction and the Wounded Self 101
Joseph B. Cooper
Philosophical Underpinnings and Key Concepts of the Theory 102
Development of Self 102
Selfobject Needs 102
 Transmuting Internalization 103
Development of Addictive Behavior 104
How the Theoretical Approach Is Used by Practitioners 106
Early Stage Treatment Issues 106
Individual Counseling 107
Development of New Psychic Structure 107
Group Counseling 107
Guidelines for Group 108
Assessment and Prevention Implications 109
Strengths and Weaknesses of the Theory 109
Case Study Responses 110
Internalization of Recovery 111
Shame 112
Affect Regulation 113
Empathic Attunement and Transmuting Internalization 113
Outcome 114
Summary 115

6. A Developmental Approach to Addiction Theory and Treatment 117

Amy E. Williams, Charles F. Gressard
Common Elements of Developmental Theories 117
Basic Tenets 117
Philosophical Underpinnings and Key Concepts 118
Overview of Selected Developmental Theories 120
Erikson’s Psychosocial Development 120
Loevinger’s Ego Development 120
Kohlberg’s Moral Development 125
Fowler’s Faith Development 127
Brown’s Developmental Model of Recovery 129
Practitioner Uses and Applications to Addiction Counseling 132
Relationship Between Development and Substance Use 132
Relationship Between Substance Use and Development 133
Development and Recovery Processes 134
Applications and Implications for Prevention, Assessment,
and Treatment of Substance Use Disorders 135
Strengths and Weaknesses of Developmental Theories 137
Case Study Responses 137
Summary 139

7. Attachment Theory 141

Leigh F. Holman, Rebecca G. Scherer
Basic Tenets of the Theory 141
 Philosophical Underpinnings and Key Concepts of the Theory 144
Attachment Styles 146
Reflective Function and Emotion Regulation 147
How the Theoretical Approach Is Used by Practitioners 149
Assessment and Prevention Implications 153
Strengths and Weaknesses of the Theory 155
Case Study Responses 155
Summary 158

8. Sociological Theory 161

Katie A. Lamberson
Brief History of Sociological/Cultural Influences on Addiction,
Including Differences Between the United States and Other
Parts of the World 161
Basic Tenets of the Theory 163
Facilitation of Social Interaction 164
To Provide Release From Social Obligations 164
Promotion of Group Solidarity 165
Repudiation of Middle-Class Values 166
Adolescent Drug Subculture 167
Public Health Model of Addiction 167
Philosophical Underpinnings and Key Concepts of the Theory 168
Social Control 168
Social Learning Theory 168
Social Conflict Theory 169
How the Theoretical Approach Is Used by Practitioners 170
Assessment and Prevention Implications 171
Strengths and Weaknesses of the Theory 172
Case Study Responses 173
Summary 175

9. Family Systems Theory 177

Simone F. Lambert, Heidi Unterberg, Marsha Riggio
Basic Tenets of the Theory 178
Philosophical Underpinnings and Key Concepts of
the Theory 180
Systemic and Behavioral Theoretical Approach 180
Key Concepts 180
Stages in Family Recovery 183
How the Theoretical Approach Is Used by Practitioners 184
Children and Adolescents 188
 Trauma 190
Strengths and Weaknesses of the Theory 191
Case Study Responses 191
Summary 195

10. Transtheoretical Model for Change 199

Daniel Gutierrez, Astra B. Czerny
Basic Tenets of the Theory 199
Precontemplation 200
Contemplation 200
Preparation 201
Action 201
Maintenance 201
Termination 202
Philosophical Underpinnings and Key Concepts of the Theory 202
How the Approach Is Used by Practitioners 205
Termination 209
Counselor’s Stance 209
Assessment and Prevention Implications 210
Strengths and Weaknesses of the Theory 211
Case Study Responses 212
Summary 215

11. Motivational Interviewing in the Treatment of Substance

Abuse and Dependence 217
Todd F. Lewis
Basic Tenets of the Theory 218
Importance of Ambivalence 218
Goals of MI 218
Ways to Implement MI 219
Philosophical Underpinnings and Key Concepts of the Theory 219
MI Spirit 219
Principles of MI 220
Assessment and Prevention Implications 222
Importance and Confidence 222
Four Processes of MI 226
Planning 228
Strengths and Weaknesses of the Theory 229
Case Study Responses 230
Summary 233
12. H
 arm Reduction: Meeting Clients Where They Are 235
Regina R. Moro, Jana Burson
Basic Tenets of the Theory 235
Philosophical Underpinnings and Key Concepts of the Theory 237
Key Concepts 237
Philosophical Underpinnings 238
Comparison With Other Approaches 240
Influences on Social Policy 240
Outcomes Associated With a Harm Reduction Approach 241
How the Theoretical Approach Is Used by Practitioners 242
Needle Exchange and Injection Education 242
Naloxone Kits 243
Medication-Assisted Treatment (MAT) 243
Case Conceptualization 244
Assessment and Prevention Implications 244
Strengths and Weaknesses of the Theory 246
The Great Debate 246
Case Study Responses 250
Biological/Medical Concerns 250
Psychological Concerns 251
Sociological Concerns 251
Working With Gabriel 252
Key Techniques and Strategies 252
Summary 255

13. Cognitive Behavioral Approaches to Addiction Treatment 258

Edward Wahesh
Basic Tenets of the Theory 258
Philosophical Underpinnings and Key Concepts of the Theory 259
Behavior Therapy 260
Cognitive Therapy 261
Rational Emotive Behavioral Therapy 264
How the Theoretical Approach Is Used by Practitioners 265
Collaborative Therapeutic Relationship 265
Case Conceptualization 266
Cognitive and Behavioral Skills Training 267
Assessment and Prevention Implications 272
Assessment 272
Prevention 272
Strengths and Weaknesses of the Theory 273
Case Study Responses 274
Summary 277
14. T
 welve-Step Facilitation 281
Jeremy M. Linton
Basic Tenets of the Theory 281
Research on 12-Step Mutual-Help Group Attendance 283
Issues With Diversity 283
Philosophical Underpinnings and Key Concepts of the Theory 284
Recovery and the 12 Steps 285
How the Theoretical Approach Is Used by Practitioners 289
Twelve-Step Facilitation 289
Effectiveness of 12-Step Counseling 291
Assessment and Prevention Implications 291
Case Study Responses 292
Summary 296

15. C
 onstructivist Approaches to Addiction Counseling:
Feminist, Womanist, and Narrative Theories 299
Pamela S. Lassiter, Anneliese A. Singh, Taryne M. Mingo
Philosophical Underpinnings and Key Concepts of Feminist and Womanist
Theories 299
Feminist Theory 300
Womanist Theory 301
How the Theoretical Approach Is Used by Practitioners 303
Feminist Counseling Practices 303
Womanist Counseling Practices 304
Assessment and Prevention Implications 305
Feminist 305
Womanist 306
Strengths and Weaknesses of the Feminist and Womanist
Theories 307
Philosophical Underpinnings and Key Concepts of
Narrative Theory 308
Dominant Narratives 309
Goal of Narrative Counseling 309
How the Theoretical Approach Is Used by Practitioners 310
Externalizing Conversations 310
Deconstructive Listening 310
Unique Outcomes 311
Thickening the Plot and Spreading the News 312
Reflective Practices 313
Assessment and Prevention Implications of Narrative
Theory 313
Strengths and Weaknesses of Narrative Theory 314
 Feminist Theory Case Study Response 314
Womanist Theory Case Study Response 315
Narrative Theory Case Study Response 317
Summary 318

16. Behavioral Addictions 320

Craig S. Cashwell, Paula J. Swindle
Behavioral Addictions 320
Gambling 323
Sex 324
Food 326
Exercise 327
Internet 328
Gaming 329
Shopping 331
Work 332
Cultural Issues in Behavioral Addictions 333
Case Study Responses 334
Summary 335

17. Theory and Practice of Group Work With Addictions 341

Melanie M. Iarussi
A Brief History of Group Work in Addictions Treatment 341
Key Concepts and Theoretical Underpinnings of Group Work in Addiction
Treatment 342
Therapeutic Factors in Group Work 343
Stages of the Group 345
Group Work in Practice 346
Effective Group Leader 346
Creating and Maintaining the Group 347
Building a Group Culture 349
Types of Group Treatment 352
Motivational Interviewing 354
Cognitive Behavioral Group Therapy 354
Strengths and Weaknesses of Group Work With Addictions 355
Strengths 355
Weaknesses 355
Case Study Responses 356
Type of Group 356
Application 357
Advantages and Disadvantages 357
Summary 359
18. Approaches to Relapse Prevention 362
Amanda L. Giordano, Elliott S. Woehler
Basic Tenets of Approaches to Relapse Prevention 362
A Definition of Relapse 362
Understanding Relapse From a Biopsychosocial Perspective 363
Defining Relapse Prevention 364
Philosophical Underpinnings and Key Concepts of Relapse Prevention 364
Relapse Prevention Model 365
Mindfulness-Based Relapse Prevention 367
Gorski’s CENAPS Model of Relapse Prevention 369
How Approaches to Relapse Prevention Are Used by Practitioners 370
Initial Responses to Client Relapse 370
Integrating Relapse Exploration Into the Counseling Process 371
Assessment and Prevention Implications of Relapse Prevention 373
Formal Assessments in Relapse Prevention 374
Informal Assessments in Relapse Prevention 375
Strengths and Weaknesses of Approaches to Relapse Prevention 376
Case Study Responses 377
Summary 379

Index 383
 PREFACE

Nearly one in four Americans will face an addiction problem in their lifetime. This
widespread problem has reached alarming heights. Likewise, nearly all the clients a
professional counselor will serve have, in some way, been affected by addiction. Addiction
impacts families, the workplace, friendships, and nearly all aspects of daily living. Because
so many clients are impacted by addiction, all counselors, regardless of the setting, need to
have skills to work effectively with addiction issues.
Addiction is a multifaceted problem supported and maintained by interpersonal,
intrapersonal, social, psychological, spiritual, and biological factors. It is almost impossible
to effectively understand and treat addiction issues as an isolated problem because of the
complexity of its epistemology. For a given client, addiction may be a way of coping with
childhood trauma such as physical or sexual abuse (psychological factors), or it may be a way
of dealing with societal oppression and discrimination (sociological factors). Or biologically,
a client may be more likely to become addicted due to a genetic predisposition (biological
factors).
Effective counselors need a biopsychosocial perspective that examines and understands
addiction and its maintenance in the lives of clients as an interaction between complex
factors before they can prescribe appropriate treatment. A thorough understanding of
multiple approaches to theory and practice can prepare counselors to address individualized
issues that can enhance the likelihood of recovery and long-term relapse prevention.
Addiction counselors must understand the theoretical epistemology of addiction before
they can select the appropriate approach to treatment. Current theories such as medical,
psychological, sociological, and harm-reduction models all prescribe treatment in a different
way. The theory a counselor practices from will determine which type of treatment the client
receives. This book is intended to be a review of existing theories of addiction that then helps
counselors connect those theories to practice.
There are very few books related to addiction that focus solely on the theories of
addiction. To date, most of the textbooks for this area are more survey oriented. That is,
they provide a brief overview of typically four or five broad theoretical categories, such as
psychological, sociological, and medical models, and only briefly mention different aspects
of those theories in the chapter. They do not connect theory of addiction to practice. These
survey books then go on to provide an overview of assessment issues, family issues, and
12-step approaches, with one or two chapters focused on different treatment approaches or
issues. By contrast, when examining theory textbooks for the general counseling field, you
find that these texts are typically focused only on counseling theories. For addictions courses,
what has been lacking is a book that presents addiction theory as a focal point, similar to
counseling theory texts. Currently, professors teaching a theory course must put together a
collection of textbooks, book chapters, journal articles, and such to create a working group
of readings for students. This book provides all the information for an addiction theories
course in one location.

xvi
 Preface  • x v ii

We have provided an in-depth review of the current theories of addiction treatment,

with each chapter devoted to a specific theory. Each chapter includes a thorough
description of the basic tenets of the theory, the philosophical underpinnings and key
concepts of the theory, how the theoretical approach is used by practitioners, strengths
and weaknesses of the theory, and application to practice through case study responses.
The authors have provided responses to a common case study that intentionally includes
a multicultural focus in order to assist students in exploration of the impact of multiple
identities on addiction causality, maintenance, and treatment. Our authors have been
asked to respond to a common set of questions based on the theoretical perspective of
their chapter’s focus and the tenets of the theory. These case study responses can be
used to provide readers with an opportunity to compare how the different theoretical
approaches are applied to client situations. Additionally, each chapter includes boxes
with classroom discussion questions or classroom activities that assist students in further
exploration of the theory. Each chapter concludes with a list of resources to encourage
continued learning.
The audience for this book is students taking course work in addiction counseling.
There has been solid growth in these types of courses over the past 10 years. Also, with the
expansion of the CACREP specialization areas into addictions counseling, there is a need
for this type of textbook for programs that would like to provide training specifically for
addictions counselors as a specialty track. An addictions theory course serves as a foundation
for addiction counseling programs, assisting students in examining a variety of theoretical
influences on addiction etiology and its influence on treatment prescription.

ACKNOWLEDGMENTS
We would first like to thank our editors, Abbie Rickard and Kassie Graves, who believed in
this project, saw its potential, and worked hard to help us succeed. Editing a textbook is a
difficult and time-consuming process. It could not have come to fruition without the help of
the whole production team at Sage. We would also like to thank all our contributing authors
for sharing their experience, knowledge, and wisdom in advancing the addiction counseling
profession. Finally, we would like to thank the following reviewers for their thoughtful
recommendations: Chaniece Winfield, Old Dominion University; Kathryn Dziekan, New
Mexico Highlands University; Lia Willis, Columbia College; Ozietta D. Taylor, Coppin
State University; Tiffany L. W. Bates, Louisiana Tech University; Tracy R. Whitaker, Howard
University School of Social Work; Nancy E. Sherman, Bradley University; Tammara P.
Thomas, Winston-Salem University; William J. Elenchin, St. Bonaventure University; An-
Pyng Sun, University of Nevada Las Vegas; Diane Michaelsen, Southern Connecticut State
University; and Jody Huntington, Regis University.
We would like to thank the mentors and teachers who have taught us about counseling
and working with addicted families. Many of them have gone now, but their words and
wisdom live on in us as counselors and counselor educators. Some, but certainly not all,
of these educators include Al Greene, Bette Ann Weinstein, Katherine Townsend, David
Powell, Bettie Dibrell, Patti Mitchell, and John Edwards. Their words reverberate in our
teaching and remind us every day how fortunate we were to have been their students.
 ABOUT THE EDITORS

Dr. Pamela S. Lassiter is an associate professor in the Department of Counseling at the

University of North Carolina at Charlotte. She has more than 30 years of work experience
as a counselor, clinical supervisor, and administrator in substance abuse treatment and
community mental health. Pam continues her clinical work in private practice in Charlotte,
North Carolina, and holds credentials as a licensed professional counselor, a licensed
marriage and family therapist, and a licensed clinical addiction specialist. She serves as
director of the Substance Abuse Certificate Program and Addictions Program at UNC
Charlotte. Dr. Lassiter is also the director of the annual Jonnie McLeod Institute on Addiction
at UNC Charlotte. Her areas of research include multicultural counseling and supervision,
gay and lesbian issues in counseling, addictions counseling, and women’s issues. She is past
president of the International Association of Addictions and Offender Counseling (IAAOC)
and currently the associate editor of the Journal of Addiction and Offender Counseling. She
is a past recipient of the Addictions/Offender Education Excellence Award from IAAOC;
the Dr. Mary Thomas Burke Mentoring Award given by the North Carolina Association
of Spiritual, Ethical, and Religious Values in Counseling; and the JoAnna White Founder’s
Award given by the Chi Epsilon Chapter of Chi Sigma Iota International. She enjoys
camping, playing golf, gardening, and hanging out with the best four-legged children a
person could ask for, Nola, Ellie, and Gracie.

Dr. John R. Culbreth is a professor in the Counseling Department at the University of

North Carolina Charlotte. His research interests are in clinical supervision, addiction
counseling, role stress among counselors, and international counselor preparation, resulting
in numerous journal articles, book chapters, and two books. Jack’s clinical experience includes
work in treatment settings as a mental health counselor, chemical dependency treatment
counselor, and substance abuse prevention counselor and in the school setting as a student
assistance program coordinator and intervention counselor. In addition to his teaching, Jack
maintains a small counseling and supervision private practice. Jack is a nationally certified
counselor, approved clinical supervisor, and master addictions counselor and is recognized
by the state of North Carolina as a licensed professional counselor supervisor, licensed
clinical addiction specialist, and certified clinical supervisor. Jack is an active member in
the American Counseling Association, the Association for Counselor Education and
Supervision, the International Association of Addiction and Offender Counseling, and Chi
Sigma Iota. He has served on two journal editorial review boards, The Journal of Addiction
and Offender Counseling and The Clinical Supervisor, and is an ad hoc reviewer for The
Journal of Counseling and Development and Counselor Education and Supervision. During
most of the year, he is in a constant internal battle between showing up for classes and
teaching (the adult choice) versus hitting the road on his motorcycle or chasing good snow
at the ski slopes (the good choice).

x v iii
 ABOUT THE CONTRIBUTORS

Dr. Kathleen Brown-Rice is a licensed professional counselor (SD, NE, and NC), licensed
mental health provider (NE), certified addiction counselor (SD), licensed clinical addiction
counselor (NC), qualified mental health provider (SD), approved clinical supervisor, and
national certified counselor. Her research efforts are on developing and enhancing ethical
and competent services to clients. She has completed several projects and published in the
area of risky substance use. To further understand emotional regulation, resilience, and
risky substance use, she also incorporates neural imaging and epigenetics into her research.
She has worked as a professional counselor in various clinical mental health and addiction
settings and continues to practice part-time.

Dr. Jana Burson earned a BS degree in zoology and microbiology from Ohio University in
Athens, Ohio, and got her medical degree from Ohio State University College of Medicine.
She completed a residency in internal medicine at Carolinas Medical Center and worked
for a decade in primary care. She became interested in addiction medicine in 2001 and has
worked full-time in this field since 2004. She is an active member of the American Society
of Addiction Medicine and is board certified by the American Board of Addiction Medicine.
Her special interest is treating opioid use disorder with medication-assisted therapies.
She won the Fredrick B. Glaser Award in 2015, awarded by the Governor’s Institute on
Substance Abuse, for outstanding work in the field of addiction medicine in the state of
North Carolina. When not at work, she enjoys hiking the Appalachian foothills with her
fiancé and her two dogs. She also relaxes by making quilts and weaving rugs.

Dr. Craig S. Cashwell is professor in the Department of Counseling and Educational Development
at the University of North Carolina at Greensboro. Dr. Cashwell focuses his scholarship on the
competent and ethical integration of spirituality and religion into the counseling process and
behavioral addictions. Dr. Cashwell maintains a part-time private practice focusing on couples
counseling and addictions counseling. He has received numerous awards for teaching, research,
and service. Dr. Cashwell is a fellow in the American Counseling Association and a past chair
of the Council for Accreditation of Counseling and Related Educational Programs (CACREP).
He has served as the Association for Counselor Education and Supervision (ACES) Governing
Council representative to ACA and president of Chi Sigma Iota, the international honor society
for the counseling profession. He lives in Winston-Salem with his wife Dr. Tammy Cashwell,
who is also a counselor educator, and their daughter, Samantha.

Dr. Joseph B. Cooper is chair of the Department of Counseling at Marymount University

and former chair and current faculty member of the Intensive Short-Term Dynamic
Psychotherapy training program at the Washington School of Psychiatry in Washington, DC. He
is also a board member of the International Experiential Dynamic Psychotherapy Association.
He has more than 22 years of clinical experience and maintains a private practice in
Washington, DC, specializing in the treatment of trauma, addictions, and personality

xix
xx Theory and Practice of Addiction Counseling

disorders. In addition to teaching and conducting psychotherapy, he has been an active

presenter at national and international conferences and has published scholarly articles and
book chapters on clinical supervision, play therapy, counseling skills, and the importance
of emotions. For fun he likes hiking and traveling and is an avid guitar player who likes to
write, record, and play music. Prior to becoming a counselor educator, he toured with a
band playing original music until he ran out of money.

Dr. Astra B. Czerny currently works as an assistant professor in the Community & Trauma
Counseling program at Philadelphia University. Her scholarly work reflects her interest
and passion in women’s issues and empowerment. Her clinical work is focused on trauma,
women’s issues, and addictions. In addition to teaching classes at PhilaU, Dr. Czerny
has a private practice in Jenkintown, Pennsylvania, where she specializes in EMDR and
neurofeedback. In her spare time, Dr. Czerny enjoys crocheting millions of lace doilies, all
of which will be inherited by her loving children, much to their dismay.

Dr. Amanda L. Giordano, LPC, NCC, is an assistant professor at the University of North
Texas. She specializes in addictions counseling, including both substance and process
addictions and religious/spiritual issues in counseling. Giordano received the American
Counseling Association’s Ralph F. Berdie Memorial Award in recognition of her work with
collegiate substance abuse. She founded and cofacilitates an addictions counseling research
team in her department and serves on the editorial board of the Journal of Addiction and
Offender Counseling. Giordano is an avid fan of The Walking Dead.

Dr. Charles F. Gressard is a chancellor professor in the Counseling Program at the College
of William & Mary and is coordinator of the addictions specialty and faculty director of
the New Leaf Clinic. He received his PhD from the University of Iowa and has taught
at the University of Virginia and the College of William & Mary for the past 36 years.
He has served as chair of the Virginia Board of Counseling, chair of the National Board
for Certified Counselors, vice chair of CACREP, and chair of the Virginia Department
of Health Professions’ Impaired Professionals Committee. He currently chairs CACREP’s
International Registry for Counselor Education Programs (IRCEP). His licenses and
certifications include licensed professional counselor, licensed substance abuse treatment
professional (both in Virginia), national certified counselor, and master addiction counselor
certification. In 2007 he received the Virginia Summer Institute for Addiction Studies’
Visionary Leadership Award; in 2008 he received Chi Sigma Iota’s Thomas J. Sweeney
National Professional Leadership Award; and in 2009, along with the CACREP staff and the
other members of the 2009 Standards Revision Committee, he received the ACES Robert
O. Stripling Award for Excellence in Standards.

Dr. Daniel Gutierrez is an assistant professor of counseling at the University of North

Carolina at Charlotte and a licensed professional counselor in North Carolina and Florida.
His research agenda focuses on evidence-based treatment strategies for individuals and
couples, increasing preventative resources for coping with stress, and the use of meditative
practices in counseling. He lives in Charlotte, North Carolina, with his wife, two daughters,
 About the Contributors  • x xi

and their dog Duchess. He spends much of his free time reading, thinking about superheroes,
and watching movies.

Dr. Leigh F. Holman has worked as a mental health professional for more than 20 years
in private practice, hospitals, IOP, PHP, dual diagnosis units, impaired professionals units,
residential treatment, community agency, prison, and private practice settings. She has
taught for 10 years. Dr. Holman is licensed as a LPC-MHSP supervisor and certified as
a registered play therapy supervisor. She has earned the AMHCA diplomate credential in
substance abuse and co-occurring disorders, trauma counseling, and child and adolescent
counseling. She is the past president of IAAOC and was recognized as the Outstanding
Counseling Professional in 2013 for her contributions to the field of process addictions.
She conducts research in prison and community agency settings and has published and
presented nationally and internationally on addiction and offender topics.

Dr. Melanie M. Iarussi is an associate professor and the coordinator of the Counselor
Education Doctoral Program at Auburn University. She earned her PhD in counselor
education and supervision from Kent State University. Her clinical background is in
substance abuse counseling, college counseling, and private practice. She is a licensed
professional counselor and a certified substance abuse counselor. She is also a member of
the Motivational Interviewing Network of Trainers. Melanie’s research interests include
counselor training in substance use and addiction counseling, college student substance use
and recovery, and applications of motivational interviewing. Melanie enjoys life in Auburn
with her husband, two daughters, and black lab Angel.

Dr. Katie A. Lamberson received her master’s of rehabilitation counseling in 2010 and
worked for several years as a counselor for youth and families struggling with addiction.
She then went on to receive her doctorate in counseling and counselor education at the
University of North Carolina at Greensboro. In her current position, Katie teaches courses
for master’s students in the addictions track, as well as ethics in counseling and theories
of family counseling. Her area of research interest includes examining family dynamics
and substance use, specifically, how family influences either promote or deter continued
use of substances in adolescents. Katie lives in North Carolina with her husband, dog,
and cats.

Dr. Simone F. Lambert is an associate professor in counseling at Argosy University,

Washington, DC. She is a licensed professional counselor and national certified counselor,
serving as a counselor and supervisor over the past two decades. Dr. Lambert’s research
interests include addiction prevention; counselor wellness; sensory processing disorder;
and issues related to children, adolescents, and families. Dr. Lambert was the recipient
of the 2010 International Association of Addictions and Offenders Counselors (IAAOC)
Addictions/Offender Educator Excellence Award. She is a past president of IAAOC, a
division of the American Counseling Association. Her current professional leadership
includes serving as the IAAOC representative to the American Counseling Association
Governing Council. Additionally, she has served as the editor of ACAeNews. Dr. Lambert
x xii Theory and Practice of Addiction Counseling

has published numerous book chapters and articles primarily focused on issues related to
addiction, youth, and families.

Dr. Todd F. Lewis is an associate professor of counseling and counselor education at North
Dakota State University. He is a licensed professional counselor and a national certified
counselor. Dr. Lewis is past treasurer and president of the International Association of
Addictions and Offender Counselors (IAAOC), a subdivision of the American Counseling
Association. He recently served as the IAAOC representative on the Governing Council of
the American Counseling Association. Throughout his career, he has taught graduate-level
students in motivational interviewing, substance abuse counseling, assessment, diagnosis,
and treatment planning. He has presented on these topics at numerous local, state, national,
and international venues. Dr. Lewis has published numerous research articles related to
substance abuse, collegiate drinking, and theoretical approaches to addictions treatment. He
has twice received the Exemplary Research Award from IAAOC for his research and was
the 2012 recipient of the Teaching Excellence Award from the University of North Carolina
at Greensboro School of Education. In 2014, he published his first textbook, Substance
Abuse and Addiction Treatment: Practical Application of Counseling Theory, published by
Pearson Education. Dr. Lewis is a member of the Motivational Interviewing Network of
Trainers (MINT). He has secured internal and external funding for his work in motivational
interviewing, primarily using the approach to address health disparities within surrounding
communities. In addition to his full-time faculty work, Dr. Lewis has garnered significant
clinical experience where he has coordinated substance abuse clinical research and treatment
services with clients struggling with a range of substance abuse and mental health issues. In
his spare time, Dr. Lewis enjoys reading, hiking, being outdoors, and spending time with his
family.

Dr. Jeremy M. Linton is an associate professor of counseling and human services and
director of the Student Counselor Training Clinic at Indiana University South Bend. He
is also the counseling director at Collaborative Family Solutions in South Bend, Indiana.
Jeremy earned a bachelor’s degree in psychology from the University of Michigan, a master’s
degree in counseling from Valparaiso University, and a PhD in counselor education and
supervision from Western Michigan University. He is a licensed clinical addictions counselor
and licensed mental health counselor in the state of Indiana and a licensed professional
counselor in the state of Michigan. Jeremy is the author of the book Overcoming Problematic
Alcohol and Drug Use published by Routledge and more than 20 other journal articles and
book chapters. When he is not working, Jeremy enjoys reading, skateboarding, and spending
time with his wife, four kids, and two loyal golden retrievers.

Dr. Taryne M. Mingo is an assistant professor at Missouri State University and has a
career background as an elementary professional school counselor for rural populations in
Georgia. Her research interests include advocating for marginalized student populations
across P–16 settings, using intersectionality theory to support marginalized student
populations, womanist theory and supervision, and incorporating a social justice lens
within school counseling programs. Dr. Mingo serves as a member on the Department
of Elementary and Secondary Education (DESE) Writing Team for Missouri school
 About the Contributors  • x xiii

counselors and was invited to participate in the White House convening for school
counselors as part of the Reach Higher Initiative in 2014. Dr. Mingo identifies as a social
justice change agent who seeks to find new and innovative methods toward accessing
education, to support student learning, and to promote every student reaching his or her
highest potential.

Dr. Regina R. Moro serves as an assistant professor in counselor education at Boise State
University in Boise, Idaho. She received her PhD in counseling from the University of
North Carolina at Charlotte with an emphasis in multicultural counseling, received a
graduate certificate from UNC Charlotte in substance abuse counseling, and earned an
MS in community counseling from Syracuse University. Regina is a licensed mental health
counselor (FL), a licensed clinical addictions specialist (NC), and a national certified
counselor. Her clinical passion involves work with crisis and trauma, including a focus on
addiction with individuals and families. She enjoys spending her free time enjoying the great
outdoors with her partner and their dog, Barkley.

Dr. Marsha Riggio is chairperson and associate professor with the Counseling Department
at Argosy University, Washington, DC, where she recently received the 2016 Faculty
Mentor Award. Dr. Riggio received her PhD in counselor education and supervision, and
her background includes 20 years of teaching and mental health experience that involves 15
years in the U.S. Army as a behavioral science specialist/mental health officer and several
years as a licensed professional counselor/supervisor and national certified counselor. She has
a private counseling and supervision practice. Dr. Riggio is also the executive director of the
Maryland Counseling Association, president of the Maryland Association for Marriage and
Family Counseling, and a member of the board of directors for the William V.S. Tubman
University Foundation in Liberia. When not working, Dr. Riggio spends time with her
husband, six children, two cats, and one fish.

Dr. Rebecca G. Scherer joined the Counseling and Educational Psychology program at
the University of Nevada, Reno, in the fall of 2014. She is a licensed professional counselor
(LPC) in North Carolina, an approved clinical supervisor (ACS), and a nationally certified
counselor (NCC). Her professional interests include multiculturalism and social justice
in counseling, attachment theory/therapy, and clinical supervision. She has presented at
numerous workshops at state, regional, national, and international conferences. In her free
time, Rebecca enjoys hiking in the summer and skiing in the winter in the Lake Tahoe area.

Dr. Anneliese A. Singh is an associate professor and associate dean for diversity, equity,
and inclusion in the College of Education at the University of Georgia. Dr. Singh is a past
president of the Association for Lesbian, Gay, Bisexual & Transgender Issues in Counseling,
where she developed transgender counseling competencies and queer and trans people
of color initiatives. She cofounded the Georgia Safe Schools Coalition to work on the
intersection of heterosexism, racism, sexism, and other oppressions in Georgia schools. She
founded the Trans Resilience Project to translate findings from her 15 years of research
on the resilience that transgender people develop across the life span and across multiple
identities to navigate societal oppression. She passionately believes in and strives to live by
x xi v Theory and Practice of Addiction Counseling

the ideals of Dr. King’s beloved community, as well as Audre Lorde’s reminder that “without
community, there is no liberation.”

Michael S. Spivey holds bachelor of arts degrees in Spanish and history from the University
of North Carolina at Charlotte and a master of arts in education and human development
from the George Washington University. After working as a senior facilitator and consultant
for 25 years in the financial and manufacturing arenas, Michael is currently pursuing a
master of arts in counseling with a concentration in clinical mental health at the University
of North Carolina at Charlotte. He is a member of the American Counseling Association
and the North Carolina Counseling Association. He is also a current member and past board
member of the International Association of Facilitators, having served two terms in the role
of global director of professional development. Michael is also a member of the Chi Sigma
Iota and Kappa Delta Pi honor societies. In his spare time, he enjoys traveling, hiking, and
gardening.

Paula J. Swindle, MA, NCC, LPCS, is a doctoral student at the University of North
Carolina at Greensboro. She returned to pursue her PhD after 15 years in the counseling
profession, including designing and implementing mental health programming for cardiac
and cancer services in a hospital setting. Paula plans to go into counselor education, and
her research interests include counseling and spirituality, religious abuse, process addictions,
counselor self-care, and counseling in medical settings. Raised in the beautiful Blue Ridge
Mountains of North Carolina, Paula and her husband Dustin currently live in Winston-
Salem, North Carolina.

Heidi Unterberg is a doctoral student at Argosy University, Washington, DC, and has
worked as a teaching assistant (TA) in the Master’s Level Counseling Department for 2
years. She has presented at the International Association of Marriage and Family Counselors
(IAMFC) World Conference, sponsored by the International Association of Addictions
and Offender Counseling (IAAOC), on addictions and the family system: systems theory
with families affected by addiction. She also presented at the Association for Specialists
in Group Work (ASGW) National Conference, on criminogenic juveniles: morality
development using a restorative justice model. She is a member of the Restorative Justice
Committee in the division of IAAOC working with cohorts toward increasing knowledge
and counselor skills in restorative justice practices. She is a mental health therapist with
Valley Youth House, in Allentown, Pennsylvania, working toward certification in eco-
systemic family therapy (ESFT) with the Philadelphia Child Guidance Center (PCGC)
and toward certification in trauma focused–cognitive behavioral therapy (TF–CBT). She
lives in the Great Pocono Mountains with her supportive husband, David, of 19 years,
and her two amazing children, Samuel and Stephanie. The family enjoys spending time
outdoors together taking care of their five English mastiffs, four horses, ten chickens, and
duck Sparky. Oh, and their pig, Kevin.

Dr. Edward Wahesh is an assistant professor in the Department of Education and

Counseling at Villanova University, where he teaches courses in prevention, substance
abuse, and cognitive-behavioral approaches to counseling. He has published and presented
 About the Contributors  • xxv

in the areas of college student drinking prevention, addiction treatment, counselor training,
and clinical supervision. Dr. Wahesh earned his doctorate in counseling and counselor
education from the University of North Carolina at Greensboro. He is a member of the
Motivational Interviewing Network of Trainers and is an approved clinical supervisor (ACS)
and national certified counselor (NCC). In 2015, he received the New Professional Award
from the North Atlantic Region Association for Counselor Education and Supervision
(NARACES). Originally from Brooklyn, New York, Dr. Wahesh loves pizza, water ice, and
the New York Yankees.

Dr. Amy E. Williams is an assistant professor in the Department of Counseling, Special

Education, and School Psychology at Youngstown State University. Amy earned both her
M.Ed. in community and addiction counseling and her PhD in counselor education from
the College of William & Mary. Amy’s research focuses on substance use disorders (SUDs)
and their treatment, SUDs and family systems, and SUD counselor training and supervision.
Amy also engages in research related to assessment development for problematic substance
use patterns. Amy’s clinical experience includes individual, group, couple, and family
counseling in residential and outpatient settings with a focus on substance-related concerns
and SUDs. Amy has two feline research assistants, Katy and Franklin.

Elliott S. Woehler is a second-year doctoral student in the counseling PhD program at

the University of North Texas. He has served as a teaching assistant and research assistant
in the counseling program at UNT and has guest lectured for addictions, theories, ethics,
and counseling adolescents classes. His research interests include attachment styles, social
justice, and addictions. He has served on research teams assessing mental health symptoms,
substance use, trauma, and spirituality in qualitative and quantitative paradigms. He is a
member of the Texas Counseling Association and serves as the community liaison for the
UNT Counselors for Social Justice chapter. He has a cat named Casey and is a socially
acceptable tennis addict in the precontemplation stage of change. Elliott loves to travel and
has lived abroad in Austria, Israel, and Hungary.
Another random document with
no related content on Scribd:
responda por alli, sino de pura
piedad el equo echo que por
aquellas concauidades
resuena[741]. En grandes alaridos
y miseria passó la desdichada
aquel rato hasta que la mañana
aclaró, y ansi como el alua
començó a ronper, ronca de llorar,
todo su rostro y delicados
miembros despedaçados con las
vñas, tornó de nueuo a correr la
ribera y vio que a vna parte subia
vn peñasco muy alto sobre el mar,
en que con gran impetu batian las
olas, y alli sin algun temor se
subió, y mirando lexos, agora
porque viesse yr las velas
inchadas, o porque al deseo y
ansia se le antojó, començó a dar
bozes llamando a su Andronico,
hiriendo con furia las palmas; y
ansi cansada, llena de dolor, cayó
en el suelo amorteçida; y despues
que de gran pieza boluió en si
començó a dezir. Di, infiel traidor,
¿por qué huyes de mi, que ya me
tenias vençida? Pues tanto te
amaua esta desdichada, ¿en qué
podia dañar tus deleytes? Pues
lleuas contigo el alma, ¿por qué
no llenaste este cuerpo que tanta
fe te ha tenido? ¡O perfido
Andronico! ¿Este pago te mereçio
este mi coraçon que tanto se
enpleó en tí, que huyendo de mí
con tus nueuos amores me dexas
aqui hecha pasto de fieras? ¡O
amor! ¿Quién será aquella
desuenturada que sabiendo el
premio que me das de[742] mi fe,
no quiera antes que amar ser
comida de sierpes? ¿De quien me
quexaré? ¿De mí, porque tan
presto a ti, Andronico, me rendí
desobedeciendo a mi padre y
recusando a Raymundo? ¿O
quexarme he de ti, traidor
fementido, que en pago desto me
das este galardon? Juzguelo
Dios; y pues mis obras fueron por
la fe del matrimonio que no se
deue violar, pues la tuya es
verdadera trayçion arrastrado
seas en campo por mano de tus
enemigos. ¿Quien contara el
angustia, llanto, duelo, querella y
desauentura de tanta belleza y
mujer desdichada? yo me
marauillo cómo el çielo no se
abrio de piedad viendo desnudos
aquellos tan delicados miembros
gloria de naturaleza desamparada
de su amante, hecha manjar y
presa de fieras, esperando su
muerte futura. No puedo dezir
más; porque me siento tal, que de
pena y dolor reuiento. Y[743] ansi
con la gran ansia que la
atormentaua se tornó a desmayar
en el medio de vn prado teniendo
por cabezera una piedra, y
porque Dios nunca desampara a
los que con buena intinçion son
fieles, suçedio que auiendo
Raymundo conquistado el reyno
de Siçilia boluia vitorioso por el
mar, y aportando a aquella ysla,
aunque desierta se apeó por
gozar del agua fresca, y andando
con su arco y saetas por la ribera
solo, por se solazar, vio de lexos
a Drusila desnuda, tendida en el
suelo; y como la vio, avnque
luego le pareçió ser fiera, quando
reconoçió ser muger vinose para
ella, y como çerca llegó y halló
ser Drusila enmudeçió sin poder
hablar, pensando si por huyr dél
se auia desterrado aqui quando a
su padre le mató. De lastima della
començó á llorar, y ella boluiendo
en si se leuantó del suelo y muy
llena de verguença se sentó en la
piedra. Pareçia alli sentada como
solian los antiguos pintar a Diana
quando junto a la fuente está
echando agua a Antheon en el
rostro. O como pintan las tres
deesas ante Paris en el juizio de
la mançana, y quando trabaja
encogiendose cubrir el pecho y el
vientre descubresele mas el
costado. Era su blancura que a la
nieue vençia. Los ojos, pechos,
mexillas, nariz, boca, honbros,
garganta que Drusila mostraua se
podia anteponer a quantas en el
mundo ay de damas bellas[744]; y
despues desçendiendo mas abajo
por aquellos miembros secretos
que por su honestidad trabajaua
en cubrir, en el mundo no tenian
en velleza par; y como acabaua
de llorar pareçia su rostro como
suele ser de primavera alguna
vez el çielo, y como queda el sol
acabando de llouer auiendo
desconbrado todo el nublado de
sobre la tierra; y ansi Raymundo
captiuo de su velleza le dixo:
¿Vos no soys, mi señora, Drusila?
Al qual ella respondió: yo soy la
desdichada hija del rey de
Maçedonia; y luego alli le contó
por estenso todo lo que por
Andronico su esposo pasó, y
como viniendose para su tierra la
auia dexado sola alli como ve. El
se marauilló a tanta fe auer
hombre que diesse tan mal
galardon, y le dixo: pues yo,
señora, soy vuestro fiel amante
Raymundo de Traçia, y porque
me menospreçiastes me atreui a
os enojar; yo tengo el vuestro
reyno de Maçedonia guardado
para vos, juntamente con mi
coraçon, y quanto yo tengo está a
vuestro mandar; yo quiero tomar
la empresa de vuestra satisfaçion;
y diziendo esto saltó al nauio y
tomó vnas preçiosas vestiduras, y
solo sin alguna compañia se las
boluió uestir, y la truxo al nauio,
donde dandola a comer algunas
conseruas la consoló; y dados a
la vela la lleuó a la çiudad de
Constantinopla donde estaua su
padre, el qual como supo que
traya a Drusila y mucho a su
voluntad reçibio gran plazer, y
luego Raymundo se dispuso yr a
tomar la satisfaçion de Andronico
que se auia lançado en algunas
villas del reyno de Maçedonia, por
ser marido de Drusila; y como no
estaua en lugar[745] avn conoçido
no se pudo defender, que en
breue Raymundo le vençio, y
como le hubo a las manos le hizo
atar los pies a la cola de su
cauallo y heriendole fuertemente
de las espuelas le truxo por el
campo hasta que le despedaçó
todo el cuerpo, y ansi le pusieron
por la justiçia de Dios aqui al ayre
como le ves, en pena de su
ingratitud; y Raymundo en plazer
y contento de aquellos reynos se
casó con Drusila, los quales dos
se gozaron por muchos años en
su amor, y enbiaron a Sophrosina
para su madre a Lydia con mucho
plazer, y despues el rey de
Armenia, por ruegos del rey de
Traçia, boluió el reyno de Lydia a
Sophrosina y a su madre, casó su
hijo con Sophrosina y viuieron
todos en prosperidad. Ansi que
ves aqui la pena que se da a este
maluado por su ingratitud.
Miçilo.—Por çierto, gallo, el
cuento me ha sido de gran
piedad, y la pena es qual mereçe
ese traydor. Agora proçede en tu
peregrinaçion.
Gallo.—Luego como subimos al
çielo empireo, que es el çielo
superior, nos alunbró vna
admirable luz que alegró todo el
spiritu con vn nueuo y particular
plazer, que no ay lengua ni avn
entendimiento que se sepa
declarar. Era este çielo firme, que
en ningun tienpo se mueue, ni
puede mouer, porque fue criado
para eternal morada y palaçio real
de Dios; y con él en el prinçipio de
su creaçion fueron alli criados vna
inumerable muchedunbre de
inteligençias, spiritus angelicos
como en lugar proprio y deputado
para su estançia y a ellos natural.
Como es lugar natural el agua
para los pescados, y el ayre para
las aues, y la tierra para los
animales fieros y de vso de
razon[746]. Este çielo es de
imensa y inestimable luz, y de vna
diuina claridad resplandeçiente
sobre humano entendimiento y
capaçidad. Por lo qual se llama
Enpireo, que quiere dezir fuego; y
no porque sea de naturaleza y
sustançia de fuego, sino por el
admirable resplandor y glorioso
alumbramiento que de sí emana y
proçede. Aquí está el lugar
destinado ante la constituçion del
mundo para silla y trono de Dios,
y para todos los que han de reinar
en su diuino acatamiento. La qual
luz quanto quiera que en si sea
clarissima y acutissima no la
pueden sufrir los ojos de nuestra
mortalidad, como los ojos de la
lechuza que no pueden sufrir la
luz y claridad del sol. Ni tanpoco
esta luz bienauenturada alumbra
fuera de aquel lugar. En
conclusion es tan admirable esta
luz y claridad que tiene a la luz
del sol y luna, çielos y planetas
ventaja sin conparaçion. Es tanta
y tan inestimable la ocupaçion en
que se arrebata el alma alli, que
de ninguna cosa que acá tenga,
ni dexa ni se acuerda allá. Ni más
se acuerda de padre, ni madre, ni
parientes, ni amigos, ni hijos, ni
muger más que si nunca los
huuiera visto. Ni piensa, ni mira,
ni considera mal ni infortunio que
les puede[747] acá venir. Sino solo
tiene cuenta y ocupaçion en aquel
gozo inestimable que no puede
encareçer.
Miçilo.—¡O gallo! qué
bienaventurada cosa es oyrte. No
me pareçe sino que lo veo todo
ante mi. Pues primero que llegues
a Dios y á dezirme el estado de
su magestad, te ruego me digas
la disposiçion del lugar.
Gallo.—Eran vnos canpos, vna
llanura que los ojos del alma no
los puede alcançar el fin. Eran
campos y estauan cubiertos
porque era casa real donde el
Rey tiene todos sus cortesanos
de sí; y mira bien agora, Miçilo,
que en aquel lugar auia todas
aquellas cosas que en el mundo
son de estima, y que en el mundo
pueden causar magestad,
deleyte, hermosura, alegria y
plazer; y otras muchas más sin
cuento ni fin. Pero solo esto
querria que con sola el alma
entendiesses; que todo aquello
que allá ay es de mucho más
virtud, exçelençia, fuerça,
elegançia y resplandor que en las
que en el mundo ay, sin ninguna
conparaçion[748]. Porque en fin
has de considerar que aquellas
estan en el çielo, naçieron en el
çielo, adornan el çielo, y avn son
de la çelestial condiçion para el
seruiçio y acatamiento de Dios, y
ansi has de considerar con
quanta ventaja deuen á estas
exceder. En tanta manera que
puedes creer, o presumir que
aquello es lo verdadero y lo que
tiene vibo ser, y que es sonbra lo
de acá, o fiçion. O que lo del çielo
es natural, y lo del mundo es
artifiçial y contrahecho y sin algun
valor. Como la ventaja que ay
entre[749], vn rubi, o[750] vn
diamante hecho en los hornos del
vidrio en[751] Venecia, en
Cadahalso, que no ay cosa de
menos estima; y mira avn quánta
ventaja le haze vn natural
diamante que fue naçido en las
minas de acá; que puesto en las
manos de vn prinçipe no se
puede apreçiar ni estimar. Auia
por comunes piedras por el suelo
de aquellos palaçios y praderias
esmeraldas, jaçintos, rubies,
carbuncos, topaçios, perlas,
çafires, crisotoles y diamantes, y
por entre estas corrian muy
graçiosas y perenales fuentes,
que con su meneo hazian spiritual
contento que el alma solo puede
sentir. Auia demas destas piedras
y gemas que conoçemos acá
otras infinitas de admirable
perfeçion, y avn deues creer que
por ser naçida allá qualquiera
piedra que por alli estaua çien
mundos no la podrian pagar
¡tanta y tan admirable era su
virtud! Ansi con este mesmo
presupuesto puedes entender y
considerar qué era el oro de alli y
todo lo demas. Porque no es
razon que me detenga en te
encareçer la infinidad de cosas
preçiosas y admirables que auia
allí; la multitud de árboles que a la
contina estan con sus flores y
frutas; y quanto mas sabrosas,
dulçes y suaues que nunca
humana garganta gustó. Aquella
muchedunbre de yeruas y flores;
que jazmines, oliuetas, alelies,
albahacas, rosas, azuzenas,
clabellinas, ni otras flores de por
acá dauan alli olor; porque las
pribauan otras muchas más que
auia sin numero por alli. En vn
gran espaçio que por
entendimiento humano no se
puede conprehender estaua
hecho vn admirable teatro
preçiosamente entoldado, del
medio del qual salia un trono de
diuina magestad. Auia tanto qué
ver y entender en Dios que al
juizio y entendimiento no le sobró
punto ni momento de tienpo para
poder contemplar la manera del
edifiçio y su valor. Basta que asi
como quien en sueños se le
representa vn inumerable cuento
de cosas que en confuso las ve
en particular, ansi mientra
razonauamos los miradores
açerca del diuino poder eché los
ojos y alcançé á juzgar ser aquel
trono de vna obra, de vna
entalladura, de vn musayco,
moçaraue y tareçe que la lengua
humana le haze gran baja, ultraje
y injuria presumirlo conparar,
tasar o juzgar. Que aun presumo
que a los bienauenturados spiritus
les está secreto, reseruado solo a
Dios, porque no hace a su
bienauenturança auerlo de saber.
En este trono estaua sentado
Dios; de cuyo rostro salia vn
diuino resplandor, vna deydad
que hazia aquel lugar de tanta
grandeza, magestad y admirable
poder que a todos engendraua vn
terrible espanto, reuerençia y
pabor.
Miçilo.—¡Oh gallo! aqui me
espanta donde estoy en oyrtelo
representar. Pero dime ¿a qué
parte tenia el rostro Dios?
Gallo.—Mira, Miçilo, que en esto
se muestra su gran poder,
magestad y valor; que en el çielo
no tiene espaldas Dios, porque a
todas partes tiene su rostro
entero, y en ninguna parte del
çielo el bienauenturado está que
no vea rostro a rostro la cara a su
magestad; porque en este punto
está toda su bienauenturança que
se resume en solo ver a Dios; y
es este preuillegio de tan alto
primor que donde quiera que está
el bienauenturado, avnque
estuuiesse acaso en el infierno, ó
en purgatorio se le comunicaua
en su vision Dios, y en ninguna
parte estaria que entero no le
tuuiesse ante sí.
Miçilo.—Dime ¿allá en el çielo
viades y oyades todo lo que se
hazia y dezia acá en el mundo?
Gallo.—Después que los
bienauenturados estan en el
acatamiento de Dios ni ven ni
oyen lo que se dize y haze acá,
sino en el mesmo Dios, mirando a
su diuina magestad reluzen las
cosas a los santos en él.
Miçilo.—Pues dime,
¿comunicales Dios todo quanto
passa acá? ¿Ve mi padre y mi
madre lo que yo hago agora aqui
si están delante Dios?
Gallo.—Mira, Miçilo, que avnque
te he dicho que todo lo que los
bienauenturados ven es mirando
á Dios no por eso has de
entender que les comunica Dios
todas las cosas que passan acá.
Porque no les comunica sino
aquellas cosas de más alegria y
más plazer y augmento de su
gloria, y no las cosas
inpertinentes que no les
caussasse gozo su comunicaçion.
Porque no es razonable cosa que
comunique Dios á tu padre que tú
adulteras acá, o reniegas y
blasfemas de su poder y
majestad. Pero alguna vez podrá
ser que le comunique que tú
eres[752] bueno, limosnero,
deuoto y trabajador. Quiero te dar
un exemplo porque mejor me
puedas entender. Pongamos por
caso que estamos agora en vn
gran tenplo, y que en el lugar que
está el retablo en el altar mayor
estuuiesse vn poderoso y grande
espejo de vn subtil y fino azero. El
qual por su linpieza y polideza y
perfeçion mostrasse a quien
estuuiesse junto á él todo quanto
passa y entra en la iglesia, tan en
particular que aun los affectos del
alma mostrasse de quantos
entrassen alli. Entonçes sin mirar
a los que estan en el tenplo, con
mirar al espejo verias todas
quantas cosas alli passan aunque
se hiziessen en los rincones muy
ascondido. Pero con esto
pongamos que este espejo
tuuiesse tal virtud que no te
comunicasse otra cosa de todas
quantas alli passan sino las que
te conueniessen saber. Como si
dixessemos que te mostrasse los
que entran[753] alli a rezar, a llorar
sus pecados, a dar limosna y
adorar a Dios. Pero no te
mostrasse ni viesses en él el[754]
que entra a hurtar los frontales: ni
los que entran a murmurar de su
proximo: ni avn los que entran alli
a tratar canbios y contratos
yliçitos y profanos, porque los
tales no aprouechan auerlos tú de
saber. Pues desta manera deues
entender que es Dios vn diuino
espejo a los bienauenturados,
que todo lo que passa en el
mundo reluze en su magestad:
pero solo aquello ve el
bienauenturado que haze á su
mayor bien, y no lo demas. Pero
alguna vez aconteçe que es tanta
la vanidad de las petiçiones que
suben a Dios de acá que muestra
Dios reyrse en las oyr, por ver a
los mundanos tan neçios en su
oraçion. Unos que les dé vn
reyno, otros que se muera su
padre para heredarle. Otros
suplican a Dios que su muger le
dexe por heredero, otros que le
dé vengança de su hermano; y
algunas vezes permite Dios que
redunde en su daño la neçia
petiçion. Como vn dia que
notablemente vimos que se reya
Dios, y mirando hallamos qué era,
porque auia un mes que le
inportunaua vna mugerzilla
casada que le truxiesse un amigo
suyo de la guerra, y la noche que
llegó los mató el marido juntos a
ella y a él. De aqui se puede
colegir a quién se deue hazer la
oraçion, y qué se deue en ellas
pedir, porque no mueua en ella a
risa a Dios. Que pues las cosas
van por via de Dios a los santos, y
en él ven los santos lo que passa
acá, será cordura que se
haga[755] la oraçion a Dios.
Miçilo.—¿No es liçito hazer
oraçion a los Santos, y pedirles
merçed?
Gallo.—Si, liçito es: porque me
hallo muy pecador con mil
fealdades que no oso pareçer
ante Dios. O como ora la iglesia,
que dize en todas sus oraçiones
ansi[756]: Dios, por los méritos de
tu santo N. nos haz dignos de tu
graçia, y despues merezcamos tu
gloria. ¿Y vosotros pensais que
os quiere más algun santo que
Dios? No por çierto; ¿ni que es
mas misericordioso, ni que ha
más conpasion de vos que Dios?
No por çierto. Pero pedislo a los
santos porque nunca estais para
hablar con Dios, y porque son
tales las cosas que pedis que
aueis verguença de pedirlas a
Dios, ni pareçer con tales
demandas ante él, y por eso
pedislas a ellos. Pues mirad que
solo deueis de pedir el fin y los
medios para él. El fin es la
bienauenturança. Esta sin tasa se
ha de pedir. Pero avn muchos se
engañan en esto, que no saben
cómo la piden: Es vn honbre
vsurero, amançebado, homiçiano,
enuidioso y otros mil viçios: y
pide: Señor dadme la gloria. Por
çierto que es mucha razon que se
ria Dios de vos, porque pedis
cosa que siendo vos tal no se os
dará.
Miçilo.—Pues ¿cómo la tengo de
pedir?
Gallo.—Desta manera:
mejorando primero la vida, y
despues dezid á Dios: Señor,
suplicos yo que resplandezca en
mi vuestra gloria. Porque en el
bueno resplandeçe la gloria de
Dios; y siendolo vos darse os ha;
y pues en los bienes eternos ay
que saber cómo se han de pedir,
quánto más en los medios, que
son los bienes temporales. Que
no ansi atreguadamente los aueis
de pedir para que se rian[757] de
vos, sino con medida, si cumplen
como medios para vuestra
saluaçion. ¿Que sabeis si os
saluareis mejor con riqueza que
con pobreza? ¿O mejor con salud
que con enfermedad?
Miçilo.—Pues dime, gallo, pues
es ansi[758] como tú dices, que
ninguna cosa, ni petiçion va a los
santos sino por via de Dios, y él
se la representa a ellos, ¿porqué
dize la iglesia en la letania:
Sancte Petre, ora pro nobis?
Sancte Paule, ora pro nobis?
Porque si yo deseasse mucho
alcançar vna merçed de vn señor,
superflua cosa me pareçeria
escreuir a vn su criado vna carta
para que me fuesse buen terçero,
si supiesse yo çierto que la carta
auia de yr primero a las manos
del señor que de su pribado.
Porque me ponia a peligro, que
no teniendo gana el señor de me
la otorgar rasgasse la carta, y se
me dexasse de hazer la merçed
por solo no auer interçesor.
Gallo.—Pues mira que esta
ventaja tiene este prinçipe
çelestial a todos los de la tierra,
que por solo ver que hazeis tanto
caudal de su criado y pribado y os
estimais por indignos de hablar
con su magestad, tiene por bien
otorgar la petiçion, avn muchas
vezes reteniendo la carta en sí.
Porque a Dios bastale entender
de vos que soys deuoto y amigo
de su santo que ama él, y ansi
por veros a vos deuoto de su
santo[759] os otorga la merçed; y
poco va que comunique con el
santo que os la otorgó por amor
dél, o por sola su voluntad.
Miçilo.—Por çierto, gallo, mucho
me has satisfecho a muchas
cosas que deseaua saber hasta
aqui, y avn me queda mucho
mas. Deseo agora saber el
asiento y orden que los ángeles y
bienauenturados tienen en el
çielo, y en qué se conoce entre
ellos la ventaja de su
bienauenturança. Ruegote mucho
que no reuses ni huyas de
conplazer a mi, que tan ofreçido y
obligado me tienes a tu amistad.
Pues de oy más no señor, sino
amigo y compañero, y aun
disçipulo me puedes llamar.
Gallo.—No deseo, Miçilo, cosa
más que auerte de conplacer;
pero pues el dia es venido
quedese lo que me pides para el
canto que se seguirá[760].

Fin del trezeno[761] canto del gallo

de Luçiano.
 NOTAS:
[710] R. (Tachado), entretexido.
[711] R. (Tachado), entretexido.
[712] G., duodeçimo.
[713] Falta en el ms. R.
[714] (Tachado). Siguesse el treçeno canto del Gallo de Luçiano,
orador griego, contrahecho en el castellano por el mesmo autor.
(Antes se leía), interprete.
[715] G., confiaua.
[716] G., que.
[717] G., fatigandose.
[718] G., en la sala real, donde hallando al rey, puesta de rodillas
ante él.
[719] G., dos.
[720] G., la çiudad.
[721] G., diziendo.
[722] G., como supiesse.
[723] G., se entro en el reyno de.
[724] G., en pago el.
[725] G., vna.
[726] G., y le.
[727] G., a todos.
[728] G., reyna de Lydia.
[729] G., luego como entraron en el mar les vino una tormenta
muy furiosa, por la qual.
[730] G., en el mar Egeo.
[731] G., dias del mar.
[732] G., auiendo çenado, Drusila mando sacar.
[733] G., la.
[734] R. (Tachado), juntos.
[735] G., deleznandose por la cama se leuantó.
[736] G., a los marineros y gente.
[737] G., echando.
[738] G., vuscando.
[739] G., lo.
[740] G., rasgando.
[741] G., que habita y resuena por aquellas concauidades.
[742] G., das a.
[743] G., pues.
[744] quantas naturaleza tiene formadas hasta agora.
[745] G., y como no era avn.
[746] G., animales, hombres y fieras.
[747] G., pueda.
[748] R. (Nota al pie de la página): Gregorius super Job, cap. 14.
Et vide Johanem Echium super Euangelium secunde dominice
post Pentecosten, homilia 4.
[749] G., de.
[750] G., o de.
[751] G., de.
[752] G., ser tu.
[753] G., entrassen.
[754] G., al.
[755] G., hazer.
[756] G., haze oraçion la iglesia, diziendo.
[757] G., se ria Dios.
[758] G., pues es ansi, gallo.
[759] G., en esta deuoçion.