PSY FPX 6110 Assessment 4 Individualized Learning

Assessment 4 Individualized Learning

Name

Capella university

PSY FPX 6110 Learning Theories in Psychology

Prof. Name

Date

Examining the Optimal Learning Environment and Case Study

Upon receiving a substantial inheritance, the necessity to work dissipates, yet my passion for learning and aiding individuals in discovering their inner potential persists. While I aspire to travel extensively, I am committed to continuing my education online with the aim of becoming an addictionologist. Typically, addictionologists are physicians who undergo additional training, supervision, and certification through the American Society of Addiction Medicine (ASAM). However, my ambition is to become the first psychologist to attain this designation or establish a new association catering to psychologists. Although the National Association for Alcoholism and Drug Abuse Counselors (NAADAC) provides certification for nonphysician addiction professionals through the National Certification Commission for Addiction Professionals (NCCAP), it lacks the recognition of ASAM. Despite being certified by the California Association of Alcohol and Drug Educators (CAADE) since 1997, which is governed by the Addiction Counseling Certification Board of California (ACCBC), I aim to challenge ASAM to acknowledge psychologists in the field.

PSY FPX 6110 Assessment 4 Individualized Learning

Consequently, my global travels combined with online education will pave the way to fulfilling my goal of facilitating transformative changes in individuals’ lives through a variety of therapeutic approaches, including small group exercises and workshops that blend observation and active participation. Addiction manifests in diverse forms beyond substance abuse, including food, shopping, gambling, internet usage, gaming, isolation, love, sex, and work. Hence, a broad spectrum of individuals stands to benefit from understanding addiction and modifying their behaviors, emotions, and perspectives (Srinivasan et al., 2021; Zilberman et al., 2019). Accordingly, enhancing my education, particularly through online adult learning platforms, will create avenues for such transformation.

Knowles’s Andragogy Learning Theory

Knowles’s andragogy presents a theoretical framework that aligns with my educational pursuits. Although Alexander Kapp introduced the concept in 1833, it was not until Malcolm Shepherd Knowles developed it further in the 1970s that andragogy gained prominence in adult education (Loeng, 2018; Peltz & Clemons, 2019). Knowles identified six principles of andragogy, emphasizing the self-directed nature of adult learners who are motivated by personal experiences and possess a desire for autonomy and relevance in their learning (Loeng, 2018). Numerous studies attest to the efficacy of andragogy in adult education, particularly in online settings, where it fosters self-directed learning and engagement (Suzanne, 2019; Cata et al., 2020; Russell, 2021). Embracing andragogy not only complements my professional background but also facilitates my educational journey amidst other commitments.

Knowles’s Andragogy and Addictionology

As a seasoned addiction counselor embarking on further education, andragogy resonates with my learning style and life circumstances. Unlike traditional campus-based programs, andragogy offers the flexibility necessary for individuals like myself, balancing professional responsibilities with academic pursuits (Capella University, n.d.-b). Moreover, it aligns with the evolving landscape of addiction research, which often faces challenges associated with funding and biases (Monroe & Stansbury, 2009; Kepes & McDaniel, 2013; Fickweiler et al., 2017). By embracing andragogy, I aim to contribute meaningfully to addiction research and practice, leveraging online platforms to enhance accessibility and effectiveness.

A Case Study

Consider Mike, a 28-year-old who recently completed a prison sentence for drug trafficking. Despite facing significant challenges, including familial expectations and substance abuse issues, Mike aspires to rebuild his life through education and recovery. His journey exemplifies the transformative potential of online learning and support systems such as 12-step programs and addiction counseling. By leveraging 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 complementary insights into addiction and recovery processes. By emphasizing observational learning and self-efficacy, this theory underscores the importance of positive role models and supportive environments in facilitating behavioral change (Ferrari et al., 2010; Tsang et al., 2012). In conjunction with andragogy, Bandura’s framework can inform personalized interventions that empower individuals like Mike to overcome addiction and achieve sustainable recovery.

Conclusion

In conclusion, the synergy between Knowles’s andragogy and Bandura’s social learning theory holds promise for addressing addiction-related challenges. As I pursue my educational and professional aspirations, andragogy provides a robust framework for self-directed learning and growth. Similarly, individuals like Mike can leverage online resources and supportive networks to embark on transformative journeys of recovery and personal development. In a post-COVID-19 era, online education emerges as a vital tool for expanding 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

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. Thescientificworld, 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

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Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

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Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

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For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score. PSY FPX 6110 Assessment 4 Individualized Learning

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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