PSY FPX 5002 Assessment 3 Moving Forward in My Addiction Career
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PSY FPX 5002 Assessment 3 Moving Forward in My Addiction Career

PSY FPX 5002 Assessment 3 Moving Forward in My Addiction Career

Name

Capella University

PSY FPX5002 Foundations of Theory and Practice for Master’s Psychology Learners

Prof. Name

Date

Abstract

The final assessment in the first course of graduate school was to evaluate and refine vision, goals, and plans as a multicultural practitioner-scholar in psychology as a career. In this case, it is about transitioning within the substance use disorder (SUD) field as a consultant. Currently, semi-retired as an addiction counselor after thirty years, providing in-services, training, continued education, and presentations based on available research appears to be viable for future income. The action plan consists of completing a master’s in general psychology by December 2022 while providing tele-counseling and equine-assisted counseling (EAC) services via staff and Zoom. After graduation, follow-up with treatment facilities and local law enforcement for potential consults and potentially complete application for licensure in Tennessee as an alcohol and drug counselor. At the same time, apply for the doctorate program in general psychology. In the end, write inspirational literature for society and psychology with a doctorate.

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

Moving Forward in My Addiction Career

Psychology is a field of practice that provides opportunities to enhance growth and development in humanity in general. To practice, research is necessary for all areas of psychology, but especially in addictions. To clarify, treating substance use disorder (SUD) clients without psychological research would be based on unsubstantiated guessing or decisions that could cause unimaginable harm to these ill individuals. It is vital to stay up to date on new treatment modalities because of the potential fatality of the chronic illness or disease. Smith and Borden (2020) purported that SUDs were complex, life-threatening, and a chronic illness that must be treated. Moreover, my goal is to aspire as a consultant in various companies, especially addiction-related, and to author inspiring yet purposeful literature to society and psychology through books and research as a multicultural psychology practitioner-scholar and further by a scholar-practitioner.

Application and Research Vision

In other words, I intend to begin my consultation during my master’s program at various addiction treatment facilities in California and Tennessee, and I will write a book or two after I have completed my doctorate in general psychology (Capella University, n. d.-b; Sternberg, 2016). I have already completed my undergrad; thus, as semi-retired, I have decided to branch out in other avenues that will continue to bring in additional income and expand my opportunities. According to the current research, retirement does not mean the end of employment but the beginning of change within an individual’s knowledge and skills (Wang & Wanberg, 2017). Growing and developing my career to what fits my timeline to continue to benefit society is a new shift that is exciting and serviceable as a multicultural practitioner-scholar to an eventual doctorate in general psychology. However, as I continue in my private practice and business, the therapeutic relationship remains primary.

Goals

My goal is to aspire as a consultant in various companies, especially in the addiction field, and eventually become an inspiring author who will provide purposeful literature to society as a practitioner-scholar and further by a scholar-practitioner. In other words, I intend to begin my consultation during my master’s program at various addiction treatment facilities in California and Tennessee, and I will write a book or two after I have completed my doctorate in general psychology (Capella University, n. d.-b; Sternberg, 2016). I have already completed my undergrad; thus, as semi-retired, I have decided to branch out in other avenues that will continue to bring in additional income and expand my opportunities.

According to the current research, retirement does not mean the end of employment but the beginning of change within an individual’s knowledge and skills (Wang & Wanberg, 2017). Growing and developing my career to what fits my timeline to continue to benefit society is a new shift that is exciting and serviceable as a multicultural practitioner-scholar to an eventual doctorate in general psychology. However, as I continue in my private practice and business, the therapeutic relationship remains primary. With that said, it is vital to maintain an ongoing healthy, productive, and confidential relationship with my cliental. As an addiction professional, I am bound by specific ethical standards and codes of conduct by the Addiction Counselor Certification Board of California (ACCBC, 2018).

I have been certified through the ACCBC and a member of the California Association of Alcohol and Drug Educators (CAADE) since 1997 and in the field of addiction since 1993. The certification board meets all the criteria laid out by the Department of Health Care Services (DHCS) Substance Use Disorder Compliance Division (SUDCD) for the state of California (DHCS, 2021). Additionally, the state of California will someday have licensure for an addiction counselor that will require more than associates in addictions studies. Therefore, I have little desire to move outside of my field of expertise; however, I may expand my addiction counselor credentials to licensure in Tennessee after completing my master’s in general psychology. Furthermore, I follow up with recent research, political commentary, and ethical compliance to ensure appropriate ongoing treatment for all my clients and best practice relations with my colleagues.

Supervision and Ethical Training

After exploring the literature, I would apply the findings to my consultation as in-services to various addiction firms. To clarify, Jones and Branco (2020) purported that SUD counselors suffered from burnout, vicarious trauma, and compassion fatigue. Clinical supervision was crucial for avoiding these adverse effects of working in the industry. Thus, all SUD professionals, especially SUD counselors and their supervisors, would receive continued education with TIP 52, TAP 21, and TAP 21-A, proven effective for SUD clinical counseling staff (SAMSHSA, 2012, 2013, 2015). The Addiction field has struggled with ethical dilemmas more than other areas in psychology because of the lack of supervision and regular in-services. Unfortunately, the SUD field has suffered, yet with proper monthly in-service training focusing on growth and development and other state and board requirements regarding continued education, ethical decision-making can become the best in all psychology.

Presentations on Current Research

I could explore giving presentations on current SUD information to addiction professionals. For instance, a gap in heredity and environmental research within the SUD etiology and ethology of some minority communities. The gap represents a problem because disadvantaged minorities were found understudied, yet also a potential solution because the historic genes and environment issue within SUD appeared more evident. For example, Chartier et al. (2017) concluded that genetically predisposed; disadvantaged minority populations were targeted by advertising and state and federal regulation loopholes for alcohol, primarily directed towards youth and males. The environment profoundly affected the prevalence of SUDs. To illustrate, the correlation between trauma, lack of opportunities, drugs, and alcohol showed that a genetic link was familiar with higher levels of stress with SUDs (Chartier et al., (2017). Moreover, the significance of the research shows that stressors (i.e., environment) increased the chances of those with a genetic predisposition to develop the disease of addiction.

Professional Competencies

The competencies I will need to express will continue through my education and career. For instance, cultural competencies and evidence-based practices continuously evolve; thus, continued education and research are vital.

Also, other critical skills that are needed for success are critical thinking, decision making, problem-solving, and conflict resolution that are learned throughout academia and the career process. SAMHSA TAP 21 and 21-A demonstrate the necessary competencies for addiction counselors and their clinical supervisors (2012; 2015). Both are based on the eight practice dimensions of substance abuse counseling. Each dimension covers an area of practice that expresses competence through knowledge, skills, and attitude. For instance, the eighth practice dimension involves discharge planning; however, to accomplish this, a counselor must know the process of discharging a client (e.g., how, when, where, and why). They need to have the skills to process the discharge, such as filling out the appropriate forms with the client, to name a few, coordinating discharge with client and place, professionals that the client will be discharged to, and relevant individuals that are on the need-to-know list via releases.

Following the knowledge and skills up with attitudes, a professional SUD counselor needs to display competence in discharge planning like understanding the importance that client needs a written discharge and relapse prevention plan that is executed two to three weeks before discharge and initiated by case management before the client leaves the facility (SAMHSA, 2012; 2015). Some additional competencies, skills, and attitudes needed to counsel SUD clients are attending skills, effective with open-ended questions, empathy, integrity, genuineness, interpretation, unconditional positive regard, active listener, concreteness, appropriate selfdisclosure, therapeutic boundaries, and being an effective communicator with skills in verbal and non-verbal cues (SAMHSA, 2012; 2015).

Ethical Competencies

Ethically, a SUD counselor cannot discharge a client out into the street; however, the client may decide to leave treatment. According to the Addiction Counselor Certification Board of California ([ACCBC], 2021) through California’s Association of Alcohol and Drug Educators (CAADE) that the SUD counselor will recognize the best interests of society, the client, and the profession itself by not causing harm (ACCBC, Code of Ethics, Principle 3, 2021; Code of Conduct, Principle 3, 2021). In other words, SUD counselors must be competent in ethics and dilemmas by taking an additional ten hours of ethics and decision-making every two years as part of their forty hours of continued education. The ethical competencies in SUD counseling or any professional that wants to work with SUD clients are based on five foundational moral competencies: Beneficence, nonmaleficence, autonomy, justice, and fidelity (ACCBC, 2021). Each is important by themselves, yet all are critical to the SUD counseling profession and relationships with clients, colleagues, and society.

Professional Responsibilities

As far as professional responsibilities, there are ethical ones and professional ones. Each has to do with the clients, but the professional counseling responsibilities are more related to work. For instance, the professional, ethical responsibilities are set down by boards, like the ACCBC or the Association for Addiction Professionals ([NAADAC], 2021) in their code of ethics that state an addiction professional’s responsibilities are to ensure the client’s safety and welfare, act in the client’s best interest with exhibit respect, compassion, and sensitivity; and treat all clients with dignity, positive regard, and honor. These appear to correspond with the ethical competencies explored earlier.

However, professional counseling responsibilities focus on the eight practice dimensions or additional duties of various employment roles. For example, as a clinical director, that professional would educate, supervise, and train the clinical staff and research, design, develop, and implement effective prevention and intervention strategies for staff and clientele (SAMHSA, 2012). Continuous staff training and education are vital for the clinical staff’s overall health and well-being, ensuring appropriate treatment for clients. Also, specific clinical training introduces current approaches to old problems for experiencing potentially new outcomes.

Cultural Competencies

Moreover, as a multicultural practitioner-scholar and an addiction counselor, specific cultural competencies will be expected to be met. For instance, SUD treatment centers and counselors should treat a diverse population with little difficulty unless the client or clients would benefit best at another facility. Nevertheless, each facility and counselor should be competent in treating various beliefs, morals, values, and behaviors, according to SAMSHA (2016) TIP 59, which involves improving SUD treatment protocol for cultural competence. Those constructs are different from different populations.

Key Responsibilities as a Multicultural Practitioner-Scholar as a Consultant

As a consultant before and after I graduate, I must continue to practice specific competencies and responsibilities that I learned in school. Most of the competencies that I will master at Capella are vital to enhancing my future positions and career. According to Capella University (n. d.-d), the practitioner-scholar applies the ethical standards, theories, modalities, research of psychology to professional and academic experiences; they communicate effectively and professionally; able to determine relevant scholarly research and literature; and they honor supports and respond appropriately to diverse populations and individualized differences. Therefore, with an associated position as a consultant, I can express these outcomes and fulfill other responsibilities as needed.

Professional Requirements

Maintaining an ongoing healthy, productive, and confidential relationship with my clients is vital. As an addiction professional, I am bound by specific ethical standards and codes of conduct by the Addiction Counselor Certification Board of California (ACCBC, 2021). I have been certified through the ACCBC and a member of the California Association of Alcohol and Drug Educators (CAADE) since 1997 and in the field of addiction since 1993. The certification board meets all the criteria laid out by the Department of Health Care Services (DHCS) Substance Use Disorder Compliance Division (SUDCD) for the state of California (DHCS, 2021).

Additionally, the state of California will someday have licensure for an addiction counselor that will require more than associates in addictions studies. Therefore, I have little desire to move outside of my field of expertise; however, I may expand my addiction counselor credentials to licensure in Tennessee after completing my master’s in general psychology. Furthermore, I follow up with recent research, political commentary, and ethical compliance to ensure appropriate ongoing treatment for all my clients and best practice relations with my colleagues.

Licensure in Tennessee

As a result of completing my master of science in general psychology, I may apply with the state of Tennessee for licensure. The requirements are only a bachelor’s specializing in addiction studies with 2000 hours of clinical supervision and a test (Capella University, n. d.-e). Fortunately, the only parts that I will need to accomplish are to complete the application for licensure, pay the fee, and potential test because, unfortunately, any test requirements do not transfer over from California. I will not have any other conditions to meet because of my experience in addiction as a certified addiction counselor in California.

Action Plan

Additionally, an action plan is mandatory for achieving goals by analyzing my future professional aspirations. The SMART action plan will serve as an outline to create a method for specific, measurable, attainable, relevant, time-bound (SMART) information, as designed by Capella University (n. d.-c), to implement my goals. First, I started my master’s in general psychology in January 2022 at Capella University with the Flex

Path program. I will continue to work part-time as a business owner and addiction counselor during this time. Providing EAC in California with staff, as needed, and remote addiction counseling via telehealth as a steady income source. However, I will also seek to provide consultation to improve communication skills at various businesses, specifically with the local addiction treatment center, Buffalo Valley. I have already done some workshops for them. After I have graduated with my master’s in December 2022 or by early 2023, I will call the Lewisburg police and Marshall County sheriff departments to inquire about any potential need for a crisis counselor. Also, before graduation, I will enroll in Capella University’s doctoral program in general psychology. The doctorate requires 19-courses with a residency and two years or more to complete. My goals are specific about the program I am in, the one I will be applying to, and how I will maintain stamina along the way.

The plans are measurable by dates and the applications. For instance, my admission application to Capella for my master’s was quickly accepted. As long as I can keep my grades in the 3.8 range, I believe my application for their doctorate program will be approved as well. My goals are attainable because I meet the criteria for admissions in a field that I am very familiar with because of previous experience. These goals are also realistic because they are related to the knowledge, skills, and attitudes that I have achieved. Resources will be needed; thus, I will have financial aid, my husband’s finances, and part-time work. The timeline has been laid-out, and it works with semiretirement and family. Thus, completing the SMART action plan (Capella University, n. d.-c). This plan now supports an outline of my future work and educational aspirations.

Conclusion

Thus, as an inspiring presenter of purposeful literature through authorship or SUD research as a consultant and an author, my goal is to consult with several addiction-related companies within society and psychology as a multicultural psychology practitioner-scholar and further by a scholar-practitioner. I understand that maintaining diverse therapeutic relationships with further education and career development will benefit my motivation for ethical compliance, multicultural competence, and personal and professional aspirations. In other words, staying involved and learning through theory, research, and experience with various people of different backgrounds and ethnicities will promote my expertise as I become a multicultural practitioner-scholar and motivate me to complete my entire vision of advancing to the doctorate in psychology.

The current master’s level program will open more opportunities for consultation in addiction treatment and publishing. Additionally, I am highly confident that I will complete the entire process because I have family support, good health, available time, and financial aid. The learning models researched for this course relieved concerns and impressed me simultaneously. For instance, Capella University’s learning model was based somewhat on McClintock’s model, yet they both were explored to understand the practitioner-scholar, scholarpractitioner from a multicultural view (Capella University, n. d.-a; n. d.-b; Distefano et al., 2004). The result was an opportunity to review how I would perform and advance as a student and professional multicultural practitioner-scholar. Any concerns about stagnant learning were lifted, and respect became confident that I would receive a well-balanced education founded in research, theory, and the experiential 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/

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

PSY FPX 5002 Assessment 3 Moving Forward in My Addiction Career

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PSY FPX 5002 Assessment 3 Moving Forward in My Addiction Career

Sternberg, R. J. (2016). The foundations of success: A synthesis of research on personality and individual differences. American Psychological Association. https://doi.org/10.1037/0000157-000

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