PSY FPX 5002 Assessment 3 Moving Forward in My Addiction Career

PSY FPX 5002 Assessment 3 Moving Forward in My Addiction Career

Student Name

Capella University

PSY FPX 5002 Foundations of Theory and Practice for Master’s Psychology Learners

Prof. Name:

Date

Abstract

The final assessment in the first course of graduate school involved evaluating and refining my vision, goals, and plans as a multicultural practitioner-scholar in psychology, specifically focusing on a transition within the substance use disorder (SUD) field as a consultant. Currently semi-retired after thirty years as an addiction counselor, I aim to provide in-services, training, continuing education, and presentations based on current research as a viable source of future income. My action plan includes completing a master’s degree in general psychology by December 2022 while offering tele-counseling and equine-assisted counseling (EAC) services through staff and Zoom. After graduation, I plan to follow up with treatment facilities and local law enforcement for potential consulting opportunities and may apply for licensure in Tennessee as an alcohol and drug counselor. Concurrently, I will apply to a doctoral program in general psychology. Ultimately, I aspire to write inspirational literature for society and the field of psychology upon earning my doctorate.

Keywords: substance use disorder, addiction counselor, psychology career, licensure

Moving Forward in My Addiction Career

Psychology is a field that offers opportunities to foster growth and development in humanity as a whole. Research is essential across all areas of psychology, particularly in the realm of addictions. Treating clients with substance use disorders (SUD) without grounding in psychological research would rely on unsubstantiated guesses or decisions that could lead to significant harm for these vulnerable individuals. Staying informed about new treatment modalities is crucial due to the potentially fatal nature of this chronic illness. Smith and Borden (2020) assert that SUDs are complex, life-threatening conditions that require appropriate treatment. My goal is to work as a consultant for various organizations, particularly those related to addiction, and to author meaningful literature for society and psychology through books and research as a multicultural psychology practitioner-scholar and eventually as a scholar-practitioner.

Application and Research Vision

I plan to begin my consulting work during my master’s program at various addiction treatment facilities in California and Tennessee, and I intend to write one or two books after completing my doctorate in general psychology (Capella University, n.d.-b; Sternberg, 2016). Having completed my undergraduate studies, I have chosen to explore additional avenues that will generate extra income and broaden my opportunities as I transition into semi-retirement. Current research indicates that retirement does not signify the end of employment but rather the beginning of a transformation in an individual’s knowledge and skills (Wang & Wanberg, 2017). Developing my career in a way that aligns with my timeline while continuing to benefit society is an exciting and valuable shift as a multicultural practitioner-scholar on the path to a doctorate in general psychology. Nevertheless, maintaining a strong therapeutic relationship remains a priority as I advance in my private practice and business.

Goals

My aspiration is to serve as a consultant for various organizations, particularly in the addiction sector, and ultimately to become an inspiring author who contributes meaningful literature to society as a practitioner-scholar and later as a scholar-practitioner. I plan to initiate my consulting work during my master’s program at addiction treatment facilities in California and Tennessee, and I aim to write one or two books after obtaining my doctorate in general psychology (Capella University, n.d.-b; Sternberg, 2016). With my undergraduate degree completed, I am exploring new avenues to generate additional income and expand my opportunities as I transition into semi-retirement. Research shows that retirement does not mark the end of employment but rather the start of a change in an individual’s knowledge and skills (Wang & Wanberg, 2017). This new direction in my career is both exciting and beneficial to society as I work toward my doctorate in general psychology. It is essential to maintain a healthy, productive, and confidential relationship with my clients.

As an addiction professional, I adhere to specific ethical standards and codes of conduct established by the Addiction Counselor Certification Board of California (ACCBC, 2018). I have been certified by the ACCBC and have been a member of the California Association of Alcohol and Drug Educators (CAADE) since 1997, having worked in the addiction field since 1993. The certification board meets all criteria set forth by the Department of Health Care Services (DHCS) Substance Use Disorder Compliance Division (SUDCD) for the state of California (DHCS, 2021). Additionally, California will eventually implement licensure for addiction counselors, which will require more than an associate’s degree in addiction studies. While I have no desire to leave my area of expertise, I may pursue licensure in Tennessee after completing my master’s in general psychology. Furthermore, I stay updated on recent research, political commentary, and ethical compliance to ensure appropriate ongoing treatment for all my clients and to maintain best practice relationships with my colleagues.

PSY FPX 5002 Assessment 3 Moving Forward in My Addiction Career

To clarify, Jones and Branco (2020) indicated that counselors working in the substance use disorder (SUD) field often experience burnout, vicarious trauma, and compassion fatigue. Clinical supervision is essential for mitigating these negative effects associated with the profession. Therefore, all SUD professionals, particularly counselors and their supervisors, should engage in ongoing education through resources such as TIP 52, TAP 21, and TAP 21-A, which have been shown to be effective for SUD clinical counseling staff (SAMHSA, 2012, 2013, 2015). The addiction field faces more ethical dilemmas than other areas of psychology, largely due to insufficient supervision and regular in-service training. Unfortunately, the SUD field has suffered as a result; however, with appropriate monthly in-service training focused on growth and development, alongside compliance with state and board requirements for continuing education, ethical decision-making can become exemplary across all areas of psychology.

Presentations on Current Research

I could consider delivering presentations on current SUD information to addiction professionals. For example, there exists a gap in research regarding heredity and environmental factors in the etiology and ethology of certain minority communities. This gap is problematic because disadvantaged minorities are often understudied, yet it also presents a potential solution, as the historical issues surrounding genetics and environment in SUD become more apparent. Chartier et al. (2017) concluded that genetically predisposed, disadvantaged minority populations are targeted by advertising and regulatory loopholes for alcohol, particularly aimed at youth and males. The environment significantly influences the prevalence of SUDs. For instance, the correlation between trauma, lack of opportunities, and substance use indicates that individuals with a genetic predisposition experience higher levels of stress related to SUDs (Chartier et al., 2017). Furthermore, the research highlights that environmental stressors increase the likelihood of those with a genetic predisposition developing the disease of addiction.

Professional Competencies

The competencies I need to develop will continue to evolve throughout my education and career. For instance, cultural competencies and evidence-based practices are constantly changing, making ongoing education and research essential. Additionally, critical skills such as critical thinking, decision-making, problem-solving, and conflict resolution are cultivated through both academic and professional experiences. SAMHSA TAP 21 and TAP 21-A outline the necessary competencies for addiction counselors and their clinical supervisors (2012; 2015). Both frameworks are based on eight practice dimensions of substance abuse counseling, with each dimension addressing an area of practice that reflects competence through knowledge, skills, and attitudes. For example, the eighth practice dimension pertains to discharge planning; to effectively execute this, a counselor must understand the discharge process (e.g., how, when, where, and why).

They must possess the skills to manage the discharge, such as completing the necessary forms with the client, coordinating the discharge with the client and relevant professionals, and ensuring that all necessary individuals are informed through appropriate releases. Following the knowledge and skills, a professional SUD counselor must demonstrate competence in discharge planning by recognizing the importance of providing clients with a written discharge and relapse prevention plan, which should be initiated two to three weeks prior to discharge and coordinated by case management before the client leaves the facility (SAMHSA, 2012; 2015). Additional competencies, skills, and attitudes essential for counseling SUD clients include attending skills, effective use of open-ended questions, empathy, integrity, genuineness, interpretation, unconditional positive regard, active listening, concreteness, appropriate self-disclosure, therapeutic boundaries, and effective communication skills, including both verbal and non-verbal cues (SAMHSA, 2012; 2015).

Ethical Competencies

Ethically, a SUD counselor cannot discharge a client onto the street; however, a client may choose to leave treatment. According to the Addiction Counselor Certification Board of California (ACCBC, 2021) and the California Association of Alcohol and Drug Educators (CAADE), SUD counselors must prioritize the best interests of society, the client, and the profession by avoiding harm (ACCBC, Code of Ethics, Principle 3, 2021; Code of Conduct, Principle 3, 2021). In essence, SUD counselors must be proficient in ethics and dilemmas, which requires an additional ten hours of ethics and decision-making training every two years as part of their forty hours of continuing education. The ethical competencies required in SUD counseling, or for any professional working with SUD clients, are based on five foundational moral principles: beneficence, nonmaleficence, autonomy, justice, and fidelity (ACCBC, 2021). Each principle is significant on its own, yet all are crucial to the SUD counseling profession and the relationships with clients, colleagues, and society.

Professional Responsibilities

Professional responsibilities encompass both ethical and practical obligations. While both relate to clients, professional responsibilities are more closely tied to workplace expectations. For instance, the ethical responsibilities outlined by boards such as the ACCBC or the National Association for Addiction Professionals (NAADAC, 2021) specify that addiction professionals must ensure the safety and welfare of clients, act in the clients’ best interests, and demonstrate respect, compassion, and sensitivity, treating all clients with dignity and positive regard.

Professional counseling responsibilities emphasize the eight practice dimensions and additional duties associated with various employment roles. For instance, a clinical director is responsible for educating, supervising, and training clinical staff, as well as researching, designing, developing, and implementing effective prevention and intervention strategies for both staff and clients (SAMHSA, 2012). Ongoing staff training and education are essential for the overall health and well-being of clinical staff, ensuring that clients receive appropriate treatment. Furthermore, specialized clinical training introduces innovative approaches to longstanding issues, potentially leading to new outcomes.

Cultural Competencies

As a multicultural practitioner-scholar and addiction counselor, I am expected to meet specific cultural competencies. SUD treatment centers and counselors should be equipped to serve a diverse population effectively, unless a client would benefit more from treatment at another facility. Each facility and counselor must be competent in addressing various beliefs, morals, values, and behaviors, as outlined in SAMHSA (2016) TIP 59, which focuses on enhancing SUD treatment protocols for cultural competence. These constructs vary across different populations.

Key Responsibilities as a Multicultural Practitioner-Scholar and Consultant

As a consultant, both before and after graduation, I must continue to practice the competencies and responsibilities I have learned in my academic program. The competencies I will develop at Capella are crucial for advancing my future roles and career. According to Capella University (n.d.-d), a practitioner-scholar applies ethical standards, theories, modalities, and research from psychology to professional and academic experiences; communicates effectively and professionally; identifies relevant scholarly research and literature; and honors and responds appropriately to diverse populations and individual differences. Therefore, in my role as a consultant, I can demonstrate these outcomes and fulfill additional responsibilities as needed.

Professional Requirements

Maintaining a healthy, productive, and confidential relationship with my clients is essential. As an addiction professional, I adhere to specific ethical standards and codes of conduct established by the Addiction Counselor Certification Board of California (ACCBC, 2021). I have been certified by the ACCBC and have been a member of the California Association of Alcohol and Drug Educators (CAADE) since 1997, having worked in the addiction field since 1993. The certification board meets all criteria set by the Department of Health Care Services (DHCS) Substance Use Disorder Compliance Division (SUDCD) for the state of California (DHCS, 2021). Additionally, California will eventually implement licensure for addiction counselors, which will require more than an associate’s degree in addiction studies. While I have no intention of leaving my area of expertise, I may pursue licensure in Tennessee after completing my master’s in general psychology. Furthermore, I stay updated on recent research, political commentary, and ethical compliance to ensure appropriate ongoing treatment for all my clients and to maintain best practice relationships with my colleagues.

Licensure in Tennessee

Upon completing my Master of Science in General Psychology, I may apply for licensure with the state of Tennessee. The requirements include a bachelor’s degree specializing in addiction studies, 2,000 hours of clinical supervision, and passing a test (Capella University, n.d.-e). Fortunately, the only tasks remaining for me are to complete the application for licensure, pay the associated fee, and potentially take the required test, as test requirements from California do not transfer. I will not have any additional conditions to meet due to my experience as a certified addiction counselor in California.

Action Plan

An action plan is essential for achieving my goals by analyzing my future professional aspirations. The SMART action plan will serve as a framework to create a method for specific, measurable, attainable, relevant, and time-bound (SMART) objectives, as outlined by Capella University (n.d.-c). I began my master’s in general psychology in January 2022 at Capella University through the FlexPath program. During this time, I will continue to work part-time as a business owner and addiction counselor, providing equine-assisted counseling (EAC) in California with staff as needed, and offering remote addiction counseling via telehealth as a steady income source. Additionally, I will seek to provide consultation to enhance communication skills at various businesses, particularly with the local addiction treatment center, Buffalo Valley, where I have previously conducted workshops.

After graduating with my master’s in December 2022 or early 2023, I will contact the Lewisburg police and Marshall County sheriff departments to inquire about potential needs for a crisis counselor. Before graduation, I will also enroll in Capella University’s doctoral program in general psychology, which requires 19 courses, a residency, and two or more years to complete. My goals are specific regarding the program I am in, the one I will apply to, and how I will maintain my stamina throughout the process. The plans are measurable by dates and applications. For example, my admission application to Capella for my master’s was quickly accepted. As long as I maintain my grades in the 3.8 range, I believe my application for their doctoral program will also be approved.

My Goals

My goals are achievable because I meet the admission criteria in a field with which I am already familiar due to my previous experience. These goals are also realistic, as they align with the knowledge, skills, and attitudes I have developed. To support these goals, I will utilize financial aid, my husband’s financial resources, and part-time work. A timeline has been established that accommodates my semi-retirement and family commitments, thus facilitating the completion of the SMART action plan (Capella University, n.d.-c). This plan now serves as a framework for outlining my future professional and educational aspirations.

Conclusion

As an aspiring presenter of meaningful literature through authorship or SUD research, my goal is to consult with various addiction-related organizations within the fields of society and psychology as a multicultural psychology practitioner-scholar and eventually as a scholar-practitioner. I recognize that maintaining diverse therapeutic relationships, along with further education and career development, will enhance my motivation for ethical compliance, multicultural competence, and personal and professional goals. In essence, remaining engaged and learning through theory, research, and experiences with individuals from diverse backgrounds and ethnicities will enrich my expertise as I evolve into a multicultural practitioner-scholar and inspire me to fulfill my vision of advancing to a doctorate in psychology. The current master’s program will create more opportunities for consultation in addiction treatment and publishing.

Additionally, I am confident in my ability to complete this process due to the support of my family, good health, available time, and financial aid. The learning models explored in this course alleviated my concerns while simultaneously impressing me. For instance, Capella University’s learning model is somewhat based on McClintock’s model, yet both were examined to understand the practitioner-scholar and scholar-practitioner perspectives from a multicultural viewpoint (Capella University, n.d.-a; n.d.-b; Distefano et al., 2004). This opportunity allowed me to reflect on how I would perform and progress as a student and professional multicultural practitioner-scholar. Any worries about stagnant learning were dispelled, and I gained confidence that I would receive a well-rounded education grounded in research, theory, and experiential learning in psychology.

References

Addiction Counselor Certification Board of California. (2021). Certified addiction treatment counselor: CATC handbook. [Code of Ethics & Codes of Conduct]. https://www.accbc.org/mdocs-posts/accbc-candidate-handbook/

Capella University. (n.d.-a). Learning model quick reference and examples. [Assessment 1: Learning Model, PDF] Y. Bell. https://courseroomc.capella.edu/bbcswebdav/institution/PSY-FPX/PSYFPX5002/220100/Course_Files/cf_learning_model_quick_reference_and_examples.pdf

Capella University. (n.d.-b). Career skills inventory. [Multi-Media: Assessment 1]. Y. Bell. https://media.capella.edu/CourseMedia/psy-fpx5002element237197/wrapper.asp

Capella University. (n.d.-c). A SMART action plan: SMART goals. A. Gilston. https://courserooma.capella.edu/bbcswebdav/institution/PSYC-FPX/PSYCFPX4900/210100/Course_Files/cf_smart_action_plan.pdf

Capella University. (n.d.-d). Master of science in psychology. Advance your career in health. [Learning & Career Outcomes Resource]. Y. Bell. https://www.capellaresults.com/outcomes/ms-psychology-program-outcomes/

Capella University. (n.d.-e). Professional licensure in addiction studies. Your roadmap to licensure in addiction studies. [Tennessee Requirements: Assessment 3]. Y. Bell. https://www.capella.edu/footer-links/state-licensure/masters-addiction-studies-licensure/

PSY FPX 5002 Assessment 3 Moving Forward in My Addiction Career

Chartier, K. G., Karriker-Jaffe, K. J., Cummings, C. R., & Kendler, K. S. (2017). Review: Environmental influences on alcohol use: Informing research on the joint effects of genes and the environment in diverse U.S. populations. The American Journal on Addictions, 26(5), 446-460. https://doi.org/10.1111/ajad.12478

De Nadai, A. S., Little, T. B., McCabe, S. E., & Schepis, T. S. (2019). Diverse diagnostic profiles associated with prescription opioid use disorder in a nationwide sample: One crisis, multiple needs. Journal of Consulting and Clinical Psychology, 87(10), 849-858. https://doi.org/10.1037/ccp0000429

Department of Health Care Services. (2021). Counselor certification organizations: California association of alcohol and drug educators (CAADE). Substance use disorder compliance division (SUDCD). https://www.dhcs.ca.gov/provgovpart/Pages/CounselorCertificationOrganizations.aspx

Distefano, A., Rudestam, K. E., & Silverman, R. J. (Eds.). (2004). Encyclopedia of distributed learning. SAGE Publications, IncA., Rudestam, K. E., & Silverman, R. J. (2004). Scholar practitioner model. In Encyclopedia of distributed learning (Vol. 1, pp. 393-396). SAGE Publications, Inc. https://doi.org/10.4135/9781412950596.n134

The Association for Addiction Professionals. (2021). NAADAC: Code of ethics. https://www.naadac.org/code-of-ethics

Substance Abuse and Mental Health Services Administration. (2012). Technical assistance publication (TAP) Series 21-A: Competencies for substance abuse treatment clinical supervisors. HHS Publication No. SMA 12-4243. Rockville, MD: Author. [PDF]. https://store.samhsa.gov/sites/default/files/d7/priv/sma12-4243.pdf

Substance Abuse and Mental Health Services Administration. (2013). Treatment improvement protocol (TIP) Series 52: Clinical supervision and professional development of the substance abuse counselor. HHS Publication No. SMA 13-4770. Rockville, MD: Author. https://store.samhsa.gov/sites/default/files/d7/priv/sma13-4770.pdf

PSY FPX 5002 Assessment 3 Moving Forward in My Addiction Career

Substance Abuse and Mental Health Services Administration. (2015). Technical assistance publication (TAP) Series 21: Addiction counseling competencies: The knowledge, skills, and attitudes of professional practice. HHS Publication No. SMA 15-4171. Rockville, MD: Author. [PDF]. https://store.samhsa.gov/sites/default/files/d7/priv/sma12-4171.pdf

Substance Abuse and Mental Health Services Administration. (2016). Treatment improvement protocol (TIP) Series 59: A treatment improvement protocol: Improving cultural competence. HHS Publication No. SMA 16-4942. Rockville, MD: Author. [PDF]. https://store.samhsa.gov/sites/default/files/d7/priv/sma16-4932.pdf

Sternberg, R. J. (2016). Career paths in psychology (3rd ed.). American Psychological Association. https://capella.vitalsource.com/books/9781433823114

Wang, M., & Wanberg, C. R. (2017). 100 years of applied psychology research on individual careers: From career management to retirement. Journal of Applied Psychology, 102(3), [insert page range]. https://doi.org/10.1037/apl0000080