Implementation of the 2009 CACREP Standards Addiction Competencies

316 Pages·2017·12.84 MB·English

by  Tiffany K. Lee

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