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ERIC Number: EJ843964
Record Type: Journal
Publication Date: 2007
Pages: 7
Abstractor: ERIC
Reference Count: 16
ISBN: N/A
ISSN: ISSN-1533-2705
Crossing the Quality Chasm: Challenges for Counselor Training Programs
McCarty, Dennis; Gardin, John; Edmundson, Eldon
Journal of Teaching in the Addictions, v6 n2 p1-7 2007
Treatment for alcohol and drug disorders is changing. The evidence is emerging in federally sponsored reports, initiatives, and strategic plans from the Substance Abuse and Mental Health Services Administration (SAMHSA), the National Institute on Drug Abuse (NIDA), and the National Institute on Alcohol Abuse and Alcoholism (NIAAA). The reports and their recommendations emanating from these agencies are likely to serve as the foundation for the next decade of federal initiatives. This article maintains that the net effect of these initiatives is that the addiction treatment world is changing. Practitioners and programs, however, are often reluctant to change. Programs that train counselors to treat alcohol and drug disorders must also adapt to the changing expectations. Educational programs that provide leadership will adopt curricula that emphasize contemporary theories of addiction that include neurochemistry, neuroanatomy, and social learning. This issue of the "Journal of Teaching in the Addictions" provides beginning guidance on teaching addiction related evidence-based practices. Edmundson et al., (2007) discuss information gained from addiction educators about the resources they believe would help them enhance and maintain their KSAs about evidence-based practices, and help them connect better with the "stakeholders" for the student learning experiences. Yalisove (2007) outlines the challenge of preparing students as addiction professionals in a discipline that is emerging and incorporates experiential learning with research. Martino et al. articulates strategies for preparing students who may become supervisors of clinicians who use motivational interviewing as part of the therapy process. Evans et al., (2007) present strategies for teaching process improvement concepts that help agencies improve services to their customers. These evidence-based practices provide examples or models for the teaching of other evidence-based practices. It is hoped that this introduction to the teaching of evidence-based practices will stimulate additional articles and discussions about strategies educators can use in facilitating the transfer of science to practice.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A