PSY FPX 6110 Assessment 4 Individualized Learning

Student Name

Capella University

PSY FPX 6110 Learning Theories in Psychology

Prof. Name:

Date

Examining the Ideal Learning Situation and Case Study

Having inherited a substantial sum, I no longer need to work for a living, but my passion for learning and helping others discover their inner potential and peace remains strong. Naturally, I plan to travel the world, but I also wish to pursue online studies to become an addictionologist. Addictionologists are typically medical doctors who undergo an additional two years of supervision, internships, and certification testing through the American Society of Addiction Medicine (ASAM). However, my goal is to become the first psychologist to attain this title or to establish a new association for psychologists.

The Association for Addiction Professionals (NAADAC) certifies non-physician addiction professionals through its National Certification Commission for Addiction Professionals (NCCAP, 2022), though this is distinct from ASAM. Since 1997, I have been certified by the California Association of Alcohol and Drug Educators (CAADE), which uses the Addiction Counseling Certification Board of California (ACCBC). There are many organizations offering certification in addiction counseling, but ASAM remains singular. While attending medical school is an option, I would prefer to challenge ASAM to recognize psychologists. Traveling and continuing online education will allow me to reach my goal of helping others through transformative practices. Addiction affects more than just drugs and alcohol; it infiltrates society in various forms, such as food, shopping, gambling, the internet, gaming, isolation, love, sex, and work (Srinivasan et al., 2021; Zilberman et al., 2019). Therefore, many individuals could benefit from learning about addiction and changing their behaviors, emotions, and mindsets. My pursuit of online adult education will create this opportunity.

Knowles’s Andragogy Learning Theory

T he learning theory that will enhance my educational journey is Knowles’s andragogy. Alexander Kapp first introduced the concept of andragogy in 1833 (Loeng, 2018). However, his ideas were not well received, as they contrasted with Plato’s educational theory, which focused on youth education. Almost a century later, andragogy, or adult education, was revived by Eugen Rosenstock-Huessy, a German sociologist, in 1925. In 1970, American educator Malcolm Shepherd Knowles further developed the theory, making andragogy synonymous with adult education (Loeng, 2018; Peltz & Clemons, 2019). Knowles is widely regarded as having done the most to popularize the concept, establishing six assumptions or principles of andragogy: the need to know, reliance on mature personal experiences, taking personal responsibility, being self-reliant, possessing motivation, and having a desire to learn (Loeng, 2018). Adult learners are the primary facilitators of their education, while instructors guide the process. Research supports this approach as highly effective for adults, with many online schools successfully utilizing it (Suzanne, 2019; Cata et al., 2020; Russell, 2021). This educational model has been particularly impactful in addressing the opioid crisis, providing more opportunities for adult online education, which will support my aspirations.

Knowles’s Andragogy and Addictionology

At 53 years old, with nearly 30 years of experience as an addiction counselor, andragogy aligns with how I learn best. Returning to school during my semi-retirement makes sense as I lack the time, energy, finances, or patience for full-time on-campus study. Andragogy allows me to maintain the continuing education needed for my credential renewal while expanding my interest in pedagogy to influence others effectively (Capella University, n.d.-b). Addictionology, viewed from neurobiological and psychological perspectives, is a compelling field but one that lacks sufficient real-world, life-changing research. Many studies are influenced by popular social science, pharmaceutical companies, and those willing to fund research, often resulting in confirmation bias, rather than focusing on what truly saves lives (Monroe & Stansbury, 2009; Kepes & McDaniel, 2013; Fickweiler et al., 2017). Genetic and environmental factors both play roles in addiction. According to Srinivasan et al. (2021), different neuronal subclassifications are involved in addiction pathways, such as the dopamine pathway, also known as the pleasure center. While genes play a significant role, change is still possible. My goal is to make a meaningful difference in addictionology using online andragogy.

A Case Study

Mike, a 28-year-old, was recently released from prison after serving four years for trafficking illegal substances. He struggled with self-imposed expectations due to his highly accomplished family (Capella University, n.d.-a). He was prescribed amphetamines from an early age until after his senior year of high school when he was injured post-season in baseball. In college, he continued using substances, ultimately becoming estranged from his family, dropping out, and selling drugs to support his habit. While in prison, Mike studied to become a chef (Capella University, n.d.-a). Now, he hopes to enhance his life with an associate degree in food service, maintain sobriety, work on his perfectionism, and build self-confidence through 12-step recovery and potential addiction counseling.

Knowles’s Andragogy Learning Theory and the Case Study

Online andragogy seems to have been the method by which Mike completed his associate degree in prison, and it can also support his long-term recovery. Post-COVID-19, he can attend numerous 12-step recovery meetings online, where he can learn to apply the principles of recovery. Suzanne (2019) found that andragogy offers numerous strategic opportunities for transformational learning. By attending online food service classes and 12-step meetings, Mike can gain both new skills and new perspectives on life. In addition to self-help and occupational education, he can also receive addiction counseling online. Knowles’s andragogy has been successfully applied in online pedagogy, including counseling (Zilberman et al., 2019; Cata et al., 2020). Addiction counselors can facilitate educational experiences that promote transformation, meeting Mike’s needs while also potentially utilizing another complementary learning theory.

Bandura’s Social Learning and Addiction/Recovery

Bandura’s social learning theory can complement 12-step recovery and addiction counseling by emphasizing the modeling of behavior that others observe and learn from. Ferrari et al. (2010) noted that Bandura’s social learning theory takes an analytical approach to learning and emotional regulation, examining the interaction of personal, behavioral, and environmental factors. This theory promotes self-efficacy through cognitive-affective learning, with individuals acting as examples for others to follow. Tsang et al. (2012) added that a person’s beliefs about their abilities influence how they feel, behave, and motivate themselves when faced with challenges. Through 12-step recovery and addiction counseling, Mike can benefit from modeling behaviors, building self-esteem, and improving his self-confidence.

Conclusion

Knowles’s andragogy will help me achieve my dream in addictionology, while it can also support Mike’s transformation. Bandura’s social learning theory, too, proves to be effective. The post-COVID-19 era has seen increased access to adult education, providing opportunities for individuals to pursue online degrees, attend 12-step recovery meetings, and receive addiction counseling. These platforms enable learning, growth, and healing. Bandura’s social learning theory emphasizes the need for individuals to model healthy behaviors. Mike, like many others, can benefit from both andragogy and social learning, while I plan to use andragogy to accomplish my educational goals (Capella University, n.d.-ab). Bandura’s theory also serves as a reminder for me to model appropriate behavior, as learning is influenced by both verbal and nonverbal cues.

References

Capella University. (n.d.-a). Theory comparison. J. Walsh. Retrieved from https://media.capella.edu/CourseMedia/psy-fpx7411element237446/wrapper.asp

Capella University. (n.d.-b). The current debate on learning theory. J. Walsh. Retrieved from https://media.capella.edu/CourseMedia/psy-fpx7411element237447/wrapper.asp

Cata, T., Hackbarth, G., & Sakaguchi, T. (2020). Redesigning an information systems course for MBA students. Journal of Higher Education Theory and Practice, 20(15), 36-48. https://doi.org/10.33423/jhetp.v20i15.3936

Ferrari, M., Robinson, D. K., & Yasnitsky, A. (2010). Wundt, Vygotsky and Bandura: A cultural-historical science of consciousness in three acts. History of the Human Sciences, 23(3), 95-118. https://doi.org/10.1177/0952695110363643

Fickweiler, F., Fickweiler, W., & Urbach, E. (2017). Interactions between physicians and the pharmaceutical industry generally and sales representatives specifically and their association with physicians’ attitudes and prescribing habits: A systematic review. BMJ Open, 7(1), 1-12. https://doi.org/10.1136/bmjopen-2017-016408