PSY FPX 6110 Assessment 4 Individualized Learning

PSY FPX 6110 Assessment 4 Individualized Learning

Student Name

Capella University

PSY FPX 6110 Learning Theories in Psychology

Prof. Name

Date

 Individualized Learning

Following a significant inheritance, the imperative to engage in employment diminishes, yet the fervor for learning and assisting individuals in uncovering their inner capabilities endures. While harboring aspirations of extensive travel, I am steadfast in my commitment to pursuing further education online, with the ultimate goal of becoming an addictionologist. Traditionally, addictionologists are physicians who undergo additional training, supervision, and certification through the American Society of Addiction Medicine (ASAM). However, my aspiration is to become the pioneer psychologist to attain this distinction or establish a novel association tailored to psychologists.

Though the National Association for Alcoholism and Drug Abuse Counselors (NAADAC) offers certification for nonphysician addiction professionals through the National Certification Commission for Addiction Professionals (NCCAP), it lacks the recognition accorded by ASAM. Despite holding certification from the California Association of Alcohol and Drug Educators (CAADE) since 1997, overseen by the Addiction Counseling Certification Board of California (ACCBC), I am determined to advocate for the acknowledgment of psychologists in the field by ASAM.

Consequently, my global excursions combined with online education will serve as the pathway to realizing my objective of effecting transformative changes in individuals’ lives through various therapeutic modalities, including small group exercises and workshops that integrate observation and active participation.

Andragogy Learning Theory by Knowles

Knowles’s andragogy presents a theoretical framework that harmonizes with my educational endeavors. Initially introduced by Alexander Kapp in 1833, it was Malcolm Shepherd Knowles who further developed the concept in the 1970s, thus propelling andragogy to prominence in adult education (Loeng, 2018; Peltz & Clemons, 2019). Knowles delineated six principles of andragogy, highlighting the self-directed nature of adult learners, driven by personal experiences and an inclination for autonomy and relevance in their learning pursuits (Loeng, 2018).

Numerous studies corroborate the efficacy of andragogy in adult education, particularly in online settings, where it fosters self-directed learning and active engagement (Suzanne, 2019; Cata et al., 2020; Russell, 2021). Embracing andragogy not only complements my professional background but also facilitates my educational voyage amidst concurrent commitments.

Andragogy and its Relevance in Addictionology

As an experienced addiction counselor embarking on further education, andragogy resonates with my learning disposition and life circumstances. Unlike conventional campus-based programs, andragogy offers the requisite flexibility for individuals like myself, juggling professional duties with academic pursuits (Capella University, n.d.-b). Moreover, it aligns with the evolving terrain of addiction research, often beset by challenges pertaining to funding and biases (Monroe & Stansbury, 2009; Kepes & McDaniel, 2013; Fickweiler et al., 2017). By embracing andragogy, I endeavor to make a meaningful contribution to addiction research and practice, leveraging online platforms to augment accessibility and efficacy.

A Case Study

Consider Mike, a 28-year-old who recently completed a prison sentence for drug trafficking. Despite grappling with formidable challenges, including familial expectations and substance abuse issues, Mike aspires to rebuild his life through education and recovery. His odyssey epitomizes the transformative potential of online learning and support systems such as 12-step programs and addiction counseling. By harnessing the principles of andragogy, Mike can pursue his educational and recovery objectives in a flexible and self-directed manner (Capella University, n.d.-a).

Bandura’s Social Learning Theory in the Context of Addiction and Recovery

Bandura’s social learning theory furnishes complementary insights into addiction and recovery processes. By underscoring observational learning and self-efficacy, this theory underscores the significance of positive role models and nurturing environments in facilitating behavioral modification (Ferrari et al., 2010; Tsang et al., 2012). In tandem with andragogy, Bandura’s framework can inform tailored interventions that empower individuals like Mike to surmount addiction and achieve enduring recovery.

Conclusion

In conclusion, the convergence of Knowles’s andragogy and Bandura’s social learning theory holds promise for tackling addiction-related hurdles. As I pursue my educational and professional aspirations, andragogy furnishes a sturdy framework for self-directed learning and advancement. Likewise, individuals like Mike can leverage online resources and supportive networks to embark on transformative journeys of recovery and personal growth. In a post-COVID-19 era, online education emerges as a pivotal instrument for broadening access to learning and fostering positive change in individuals and communities alike.

References

Capella University. (n. d.-a). Theory comparison. J. Walsh. Retrieved from https://media.capella.edu/CourseMedia/psy-fpx7411element237446/wrapper.asp

Capella University. (n. d.-b). The current debate on learning theory. J. Walsh. Retrieved from https://media.capella.edu/CourseMedia/psy-fpx7411element237447/wrapper.asp

Cata, T., Hackbarth, G., & Sakaguchi, T. (2020). Redesigning an information systems course for MBA students. Journal of Higher Education Theory and Practice, 20(15), 36-48. https://doi.org/10.33423/jhetp.v20i15.3936

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

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

PSY FPX 6110 Assessment 4 Individualized Learning

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. Thescientificworld, 2012, 452327-7. https://doi.org/10.1100/2012/452327

PSY FPX 6110 Assessment 4 Individualized Learning

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