PSY FPX 6110 Assessment 4 Individualized Learning

Examining the Optimal Learning Environment and Case Study

As when they inherit a substantial amount, working becomes obsolete, but the hunger for learning and assisting fellow humans to access their inner power persists. While fantasizing about seeing the world, I am committed to advancing study online as an addictionologist. By default, addictionologists are physicians who gain additional training, supervision, and certification from the American Society of Addiction Medicine (ASAM). But my aspiration is to be the initial psychologist to gain this title or create a new organization for psychologists.

Although the National Association for Alcoholism and Drug Abuse Counselors (NAADAC) provides certification for non-physician addiction professionals via the National Certification Commission for Addiction Professionals (NCCAP), it does not carry the same acceptance as ASAM. Although I have been certified by the California Association of Alcohol and Drug Educators (CAADE) since 1997, under the supervision of the Addiction Counseling Certification Board of California (ACCBC), I will challenge ASAM to embrace psychologists who work in the field.

PSY FPX 6110 Assessment 4 Individualized Learning

Thus, my international traveling alongside online education will pave the path towards fulfilling my objective of inspiring transformative changes in the lives of individuals through various therapeutic intervention modes, some of them including small group exercises and workshops that involve observation and active participation.

Addiction also exists in a myriad of non-substance-based forms, including food, shopping, gambling, internet, gaming, loneliness, love, sex, and work. Therefore, a myriad of people will benefit from studying addiction and modifying their behaviors, feelings, and thought processes (Srinivasan et al., 2021; Zilberman et al., 2019). Accordingly, greater education, in particular through online adult learning sites, will offer venues for such modification.

Knowles’s Andragogy Learning Theory

Knowles’s andragogy presents a theory that suits my learning desires. Although Alexander Kapp came up with the theory in 1833, it only gained its moment in the spotlight when Malcolm Shepherd Knowles set out to build on the theory in the 1970s (Loeng, 2018; Peltz & Clemons, 2019). Six andragogical principles have been noted by Knowles as prioritizing autonomous adult learners’ motivations based on experience and driven by autonomy and relevancy within learning (Loeng, 2018).

Most studies affirm the efficacy of andragogy in adult learning, particularly in online learning, where it enhances self-directed learning and engagement (Suzanne, 2019; Cata et al., 2020; Russell, 2021). Applying andragogy not only aligns with my career experience but also enables me to continue my education while engaging in other duties.

Knowles’s Andragogy and Addictionology

As a seasoned addiction counselor seeking further education, andragogy suits my learning style and life circumstance. Unlike traditional campus programs, andragogy offers the flexibility necessary for a person like me, balancing professional and academic life (Capella University, n.d.-b). In addition, it aligns with the evolving environment of addiction research, which often grapples with matters concerning funding and biases (Monroe & Stansbury, 2009; Kepes & McDaniel, 2013; Fickweiler et al., 2017). Through embracing andragogy, I aim to contribute positively to addiction practice and research by utilizing online environments to enhance access and influence.

A Case Study

Consider Mike, a 28-year-old who has recently completed a prison sentence for selling drugs. With many challenges before him, ranging from family obligations to drug misuse issues, Mike wishes to redeem himself through education and rehabilitation. His experience demonstrates the potential of online learning and support systems such as 12-step programs and addiction counseling to change lives. By employing the principles of andragogy, Mike can pursue his educational and recovery goals in a flexible and self-directed manner (Capella University, n.d.-a).

Bandura’s Social Learning and Addiction/Recovery

Bandura’s social learning theory offers further accounts of addiction and recovery processes. Emphasizing observational learning and self-efficacy, the theory points out the pivotal role of positive models and settings in enabling behavioral transformation (Ferrari et al., 2010; Tsang et al., 2012). Together with andragogy, Bandura’s work can be utilized to develop customized interventions that commit individuals like Mike to overcome addiction and achieve lasting recovery.

Conclusion

In brief, the intersection of Knowles’s andragogy and Bandura’s social learning theory can potentially satisfy addiction-related demands. As I keep pushing my education and professional aspirations further, andragogy provides a worthwhile platform for independent learning and growth. Similarly, individuals like Mike can leverage web-based aids and support groups to pursue life-altering recovery and self-enhancing processes. In a post-COVID-19 world, e-learning is an imperative tool to enhance learning access and create positive change for society and individuals.

PSY FPX 6110 Assessment 4 Individualized Learning

Ferrari, M., Robinson, D. K., & Yasnitsky, A. (2010). Wundt, Vygotsky, and Bandura: A cultural-historical science of consciousness in three acts. History of the Human Sciences, 23(3), 95-118. https://doi.org/10.1177/0952695110363643

Fickweiler F, Fickweiler W, & Urbach E. Interactions between physicians and the pharmaceutical industry generally and sales representatives specifically and their association with physicians’ attitudes and prescribing habits: a systematic review. BMJ Open, 7, 1-12.  https://doi.org/10.1136/bmjopen-2017-016408

Ibañez, C., Vicencio, S., Quintanilla, M. E., & Maldonado, P. (2021). Interoception and alcohol addiction: Vagotomy induces long-lasting suppression of relapse-type behavior. Addiction Biology, 26(1), e12836-n/a.  https://doi.org/10.1111/adb.12836

Kepes, S., & McDaniel, M. A. (2013). How trustworthy is the scientific literature in industrial and organizational psychology? Industrial and Organizational Psychology, 6(13), 252-268. https://doi.org/10.1111/iops.12045

Loeng, S. (2018). Various ways of understanding the concept of andragogy. Cogent Education, 5(1), 1-15. https://doi.org/10.1080/2331186X.2018.1496643

PSY FPX 6110 Assessment 4 Individualized Learning

Monroe, G., D. & Stansbury, J., A. (2009). The dark side of self-affirmation: Confirmation bias and illusory correlation in response to threatening information. Personality and Social Psychological Society, 35(9), 1143-1153. https://doiorg.library.capella.edu/10.1177/0146167209337163

Peltz, D. P., & Clemons, A. C. (Eds.). (2019). Multicultural Andragogy for Transformative Learning. IGI Global. https://doi-org.library.capella.edu/10.4018/978-1-5225-3474-7

Russell, B. H. (2021). Reflective interprofessional clinical observation to promote clinical judgment in second-degree prelicensure students. The Journal of Nursing Education, 60(2), 121-122. https://doi.org/10.3928/01484834-20210120-14

Srinivasan, C., Phan, B. N., Lawler, A. J., Ramamurthy, E., Kleyman, M., Brown, A. R., Kaplow, I. M., Wirthlin, M. E., & Pfenning, A. R. (2021). Addiction-associated genetic variants implicate brain cell type- and region-specific cis-regulatory elements in addiction neurobiology. The Journal of Neuroscience, 41(43), 9008-9030. https://doi.org/10.1523/JNEUROSCI.2534-20.2021

Suzanne, M. (2019). Instructional strategies and adult learning theories: An autoethnographic study about teaching research methods in a doctoral program. Education (Chula Vista), 139(3), 178-186.

Tsang, S. K. M., Hui, E. K. P., & Law, B. C. M. (2012). Self-efficacy as a positive youth development construct: A conceptual review. The Scientific World, 2012, 452327-7. 

https://doi.org/10.1100/2012/452327

Zilberman, N., Lavidor, M., Yadid, G., & Rassovsky, Y. (2019). Qualitative review and quantitative effect size meta-analyses in brain regions identified by cue-reactivity addiction studies. Neuropsychology, 33(3), 319-334.  https://doi.org/10.1037/neu0000526