Heather Necaise

Bio: Heather Necaise is an academic researcher from University of Southern Mississippi. The author has contributed to research in topics: Counseling psychology & Military psychiatry. The author has an hindex of 1, co-authored 1 publications receiving 22 citations.

The State of Substance Abuse Treatment Training in Counseling and Counseling Psychology Programs: What is and is Not Happening

Abstract: Professional counselors and counseling psychologists have much to offer in treating substance use disorders (SUDs). Yet, research consistently demonstrates that students are not receiving adequate training in SUDs. This study describes the current state of training counseling and counseling psychology students in SUDs. Results are consistent with previous studies. Implications for training and practice are provided.

Five Experiential Learning Activities in Addictions Education

Abstract: This column is designed to underscore relationally based creative teaching practices used by counselor educators in the classroom. Our intention is to provide examples of novel, innovative ways for counselor educators and students to deepen their learning while collaborating toward a spirit of connection and cooperation. If you have implemented a creative teaching method or if you have adapted an existing method that you would like to share with readers, please follow submission guidelines in the author information packet available at http://www.creativecounselor.org/Journal.html This article describes five creative experiential classroom activities used in teaching addictions. The activities were integrated into the classroom curriculum and were processed weekly in focused dialogue. Student reflections throughout the article add depth to the meaning gained from the experience of the change process. The students' feedback suggests that experiential learning in addictions education can notably and positive...

Perceived Self-Efficacy of Licensed Counselors to Provide Substance Abuse Counseling

Abstract: This nationwide, quantitative study documented licensed counselors' perceived self-efficacy of adequately providing substance abuse services. Despite their lack of substance abuse training, counselors were highly confident in their ability to provide quality substance abuse services. Counselor training implications are discussed.

Examining the Facilitating Role of Mindfulness on Professional Identity Development among Counselors-in-Training: A Qualitative Approach.

Abstract: concepts (analysis) and generalizations (conclusions), which are then (4) used to test hypotheses in future situations, resulting in new experiences (Kolb, 1984). Experiential learning is a means of acquiring knowledge through action and feelings; it creates an emotional understanding and challenges attitudes (Warren, Hof, McGriff, & Morris, 2012). Sias and Goodwin (2007) explored an experiential learning approach of CITs attending 12-step meetings and then journaling their experience. Students attending 12-step meetings reported growth and new awareness of the experience of persons with addictions. Students described the fear and uncertainty clients faced when beginning a support group. They also reported challenging their preexisting stereotypes of persons with addictions, through interacting with those in recovery. Results from studies such as Sias and Goodwin (2007) can help further understanding of the barriers in learning about addictions and also help educators implement experiential learning approaches more intentionally. Barriers to Learning In training emerging clinicians to work with persons with addictions, research has revealed that many trainees lack empathy and emotional understanding for this population (Baldwin, 2008; Giordano, Stare, & Clarke, 2015; Sias & Goodwin, 2007). Research has shown the struggles CITs may experience in showing empathy, emotional understanding, and challenging bias toward persons with addictions. These struggles may impact the quality of care toward persons with addictions (Chasek et al., 2012; Giordano et al., 2015). Furthermore, many CITs report poor self-efficacy in being clinically effective with persons struggling with addictions (Harwood et al., 2004). Celluci and Vik (2001) found that approximately 144 mental health providers in Idaho who treated persons with an SUD rated their graduate training as inadequate preparation for treating clients with an SUD. The importance of strong educational experiences is reinforced by Carroll (2000). Carroll reported that CITs with more addictions courses were increasingly likely to treat or refer a client for an SUD and to think of an SUD as a distinct disorder, compared to CITs with less addictions training. Another potential learning barrier for students is negative stigma toward persons with addictions. Society’s negative portrayal of those battling addictions may play a role in counselor trainees’ perceptions and attitudes regarding this population (McLellan et al., 2000). For instance, the general public is reported as viewing persons with drug addictions negatively, as blameworthy and dangerous (Corrigan, Kuwabara, & O’Shaughnessy, 2009). CITs possess similar negative attitudes, beliefs, and biases regarding addictions and addiction treatment (Chasek et al., 2012). These authors investigated CITs’ attitudes toward persons with addictions and the effectiveness of substance abuse counseling. They concluded that students who had less bias toward persons with addictions were more likely to view treatment for substance abuse as effective. Counselor educators are charged with the responsibility to ensure that competent counseling professionals are entering the field (CACREP, 2016). As present research shows the struggles that many CITs are facing in relation to persons with addictions, it is vital that further research is conducted to examine how counselor educators can remedy this known lack of empathy and emotional understanding through pedagogical intervention. Although anecdotal evidence from past generations of counselor educators has shown the experiential assignment of abstaining from a substance as useful, to date no counseling literature exists that shows empirical evidence for this assumption. Consequently, we investigated the experience of students utilizing the abstinence assignment and built upon the limited understanding of integrating an abstinence assignment into addictions curriculum. The Professional Counselor | Volume 7, Issue 4 321 Qualitative Research Design Generic qualitative analysis (GQS; Percy, Kostere, & Kostere, 2015) was employed as a qualitative methodology to examine the pedagogical implications of utilizing an abstinence assignment within an addictions course. GQS seeks to understand and discover the perspectives and worldviews of participants and is intended to explore what participants directly experienced, or what the experience was about (Percy et al., 2015). The present study utilized existing abstinence journals and reflection summaries that included descriptions and reflections of students’ experiences of participating in the abstinence assignment; it was deemed appropriate to use a qualitative methodology that would support the analysis of these data resources (Percy et al., 2015). Participants The participants selected for the study were master’s-level counseling students enrolled in their second and last year of study. These students were enrolled in an addictions counseling course, and a major course requirement was an abstinence assignment. Students were instructed to select a substance or behavior from which they wished to abstain for 4 weeks. There was a total of 17 participants (14 females and three males). The ages of participants ranged from 24 to 44 years with a mean age of 26. All 17 participants identified as White. Participation in the study was solicited after the participants completed their abstinence journals and reflective summaries, and received grades for the assignment. The participants were informed that participation in the study was completely voluntary and would have no impact on their grade. Data analysis was conducted once the course was completed. Of the 17 participants, the following is a list of the chosen substances or behaviors with the number of students: Soda or Carbonated Beverages (3), Sugar (4), Alcohol (3), Eating Out at Restaurants (2), Social Media or Entertainment Activities (3), Procrastination (1), and Evening Snacking (1). Abstinence Assignment This exercise was designed to help students experience some of the feelings/thoughts that addicted individuals experience when they quit their drug or behavior of choice. Students were told: This exercise requires that you give up a substance (e.g., nicotine, caffeine, or alcohol) or a behavior (e.g., eating sweets, playing video and computer games, watching television) for a period of 4 weeks. During this assignment, you will write a goodbye letter to your substance or behavior detailing why you are choosing to give up the substance or behavior and what the substance or behavior means to you, and you will keep an abstinence log of your experiences. This log will describe your feelings and reactions, especially focusing on times you “lapse” or experience cravings (minimum one page log of two entries per week). Finally, you will write a summary paper, which will serve as the conclusion to the 4-week exercise. Data Analysis and Trustworthiness Procedures The researchers obtained Institutional Review Board approval prior to the analysis of the data. Data analysis procedures were followed according to the guidelines set forth by Percy et al. (2015). The researchers first familiarized themselves with the study materials—which included a goodbye letter to the substance or behavior, abstinence journals, and reflection summaries—by reading through each item and making notations (highlights) about significant statements that reflected the research questions for the study. The above step was performed independently by the first and second author for all 17 transcripts. The two researchers (authors one and two) met at two different times, once halfway through the initial transcript analysis and again at the end to compare and contrast notes.

Current Expectations and Existing Deficits among Addiction Specialists

Abstract: Expectations of addiction counselors have changed over the past decade; however, preparation of addiction counselors has not kept pace, creating a deficit between the knowledge and skills required of today's addiction counselors and a workforce possessing such knowledge and skills.

Addiction Education and Training for Counselors: A Qualitative Study of Five Experts

Abstract: Five themes emerged based on interviews of faculty with addiction counseling expertise. The findings are relevant to practitioners, educators, and students. Recommendations for the counseling field are addressed, and suggestions for addiction content, course design, and pedagogy are included.