Implementation of the 2009 CACREP Standards Addiction Competencies PDF
Preview Implementation of the 2009 CACREP Standards Addiction Competencies
WWeesstteerrnn MMiicchhiiggaann UUnniivveerrssiittyy SScchhoollaarrWWoorrkkss aatt WWMMUU Dissertations Graduate College 4-2011 IImmpplleemmeennttaattiioonn ooff tthhee 22000099 CCAACCRREEPP SSttaannddaarrddss AAddddiiccttiioonn CCoommppeetteenncciieess Tiffany K. Lee Western Michigan University Follow this and additional works at: https://scholarworks.wmich.edu/dissertations Part of the Counseling Psychology Commons, and the Substance Abuse and Addiction Commons RReeccoommmmeennddeedd CCiittaattiioonn Lee, Tiffany K., "Implementation of the 2009 CACREP Standards Addiction Competencies" (2011). Dissertations. 326. https://scholarworks.wmich.edu/dissertations/326 This Dissertation-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. IMPLEMENTATION OF THE 2009 CACREP STANDARDS ADDICTION COMPETENCIES by Tiffany K. Lee A Dissertation Submitted to the Faculty of The Graduate College in partial fulfillment of the requirements for the Degree of Doctor of Philosophy Department of Counselor Education and Counseling Psychology Advisor: Gary Bischof, Ph.D. Western Michigan University Kalamazoo, Michigan April 2011 IMPLEMENTATION OF THE 2009 CACREP STANDARDS ADDICTION COMPETENCIES Tiffany K. Lee, Ph.D. Western Michigan University, 2011 Addiction issues have been and continue to be significant problems affecting the United States. Over the past few decades, substantial scholarly attention has been paid to the lack of addictions training in the counseling profession. The purposes of this mixed- method study were to examine the current status of addiction training among institutions that offer counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and determine how institutions plan to integrate the addiction-related competencies outlined in the 2009 CACREP standards. The quantitative data were obtained from a 15-item online survey completed by 74 CACREP liaisons nationwide. The results indicate addiction training is taking place in the majority of CACREP programs. Over 70% of institutions offering CACREP programs are teaching content related to screening, diagnosis, counseling strategies, and prevention. This investigation also determined the perceived importance of addiction- related content areas by counseling program option. Twenty-eight percent of institutions in the sample require a course and 39% infuse the instruction in core courses. Almost 90% of institutions have at least one faculty member with addiction expertise, and 92% of addiction courses offered at these institutions are taught by an instructor with addiction expertise. Moreover, despite the financial downturn in the economy and budget cuts within universities, many institutions have plans to add addiction courses, faculty with expertise, and the new Addiction Counseling program. The qualitative findings resulted from phone interviews with five counselor educators who are also addictions experts. Five themes emerged from the interviews, including (1) the need for addiction training, (2) significant changes occurring in the field, (3) a critique of the 2009 CACREP standards, (4) best practice versus reality, and (5) further changes needed in the counseling profession. This investigation identified best practices related to (a) implementing the new addictions-related competencies, (b) the specific addictions content that should be taught to trainees, (c) course design, and (d) addictions course instructor qualifications. The qualitative findings are compared to the survey results. Implications for counselor training are offered and recommendations are made for the counselor education profession, as well as the addictions field. Copyright by Tiffany K. Lee 2011 ACKNOWLEDGMENTS Several slogans used in addiction recovery were on my mind during the last four years. For instance, when I felt overwhelmed I found myself saying, "One day at a time," "First things first," "This too shall pass," and "Progress, not perfection." Also, the acronym related to self-care was one I had to take heed to frequently: "HALT- do not get too Hungry, Angry, Lonely, and Tired." While the process was indeed stressful at times, the support I received from faculty, colleagues, family, and friends was undeniably the driving force for my ability to continue with, and be successful in, this program. I would like to start by thanking the Counselor Education and Counseling Psychology Department faculty members for their guidance, instruction, and wisdom. In particular, thank you to Dr. Gary Bischof, my chair, for everything. Yes, everything. I would not be the person I am today without your unyielding support and devotion to my success as your advisee. Your honest, open, and prompt feedback for my professional work, as well as my personal concerns is so greatly treasured. Thank you for your kind words and humor (I will never look at Special K cereal the same way). I would like to thank Dr. Suzanne Hedstrom for her mentorship. Thank you for the invaluable knowledge gained in your College Teaching class and the wonderful co-teaching opportunity last year in Grand Rapids, as your teaching style is one I will continue to model in the future. (I am up to about 40 magazine pictures now by the way). Your smile is infectious, and I appreciate seeing it every time I see you. Thank you for always being ii Acknowledgments—Continued positive and uplifting. Students know you love what you do, and we love you for it. Dr. C. Dennis Simpson, I have started and then erased five or so sentences thus far. I cannot find the words to express my gratitude. You have been a father to me over the past three years. So how would one begin to thank a father for being there for her? You believed in me, when I doubted myself. You go out of your way to say and do things that show you care about me, your students, your staff, your instructors, and this University. Thank you—for "THAT!" My mother, Dalle, is the reason for my success in any endeavor. She has instilled in me the values of hard work, dedication, open-mindedness, and honesty. I can only hope to be the kind of mother, friend, and PERSON she is. You are amazing. In reference to your favorite poem, I cannot "count the ways" because I am sure there is a page limit here and I cannot count that high. So, simply put, I love you. I would like to say thank you to my father, Jim, who passed away four years ago. He was a man who loved his children, family, and life. He had surgery for cancer on and off for almost thirty years, and he was the epitome of strength. I want to say thank you to him for vehemently and persistently trying to recover from both of his diseases. He was the best father he could be, with what he had, where he was. Miss you and love you dad. Thank you to my other family members including my brother, two wonderful grandmothers, twenty-plus aunts and uncles, and thirty-plus cousins. Yes, I am FINALLY done with the "book," and yes, I am FINALLY done with school. iii Acknowledgments—Continued My friends have been my sanity over the years. My body, mind, heart, and soul cannot thank you enough: Meera Parmar, Angela Wright, Abbie Van Der Wege, Molly Heyn, Krystelle Jean-Michel, Cynthia Beevers, and James Jobe. Thank you to all of my wonderful colleagues in CECP, SPADA, and the University Substance Abuse Clinic. I would also like to provide acknowledgement and gratitude to the Association for Counselor Education and Supervision (ACES) for their financial support of this research. Last, but not least, Dr. Simpson recently reminded me to also "thank the trees." Tiffany K. Lee iv TABLE OF CONTENTS ACKNOWLEDGMENTS ii LIST OF TABLES xvi LIST OF FIGURES xvii CHAPTER I. INTRODUCTION 1 Statement of Problem 4 CACREP Standards and Addiction Competencies 6 Purpose of the Study 11 Significance of the Study 14 Definition of Terms 18 II. LITERATURE REVIEW 20 Addiction Competencies in Counselor Education 21 2001 CACREP Standards 22 Addictions in the core areas 22 Addictions in program options 24 2009 CACREP Standards 28 New Addiction Counseling program 28 Other program options 28 Addictions as a stand-alone competency 29 v
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