ABSTRACT
The Northwest Frontier Addiction Technology Transfer Center surveyed addiction educators, providers and policy makers in Northwest states and Hawaii to define teaching resources and barriers in the teaching of evidence-based practices for the preparation of addiction professionals. The top three teaching resource needs were example student learning activities that support building competencies, science to service trends, and teaching tools that support class and field learning. Educators face three main challenges in teaching evidence-based practices: keeping current with emerging evidence-based practices, defining effective ways to teach these practices, and keeping current with the changes that emerging practices have on credentialing requirements and counselor scope of practice. Providers, educators and policy makers believed they could expand their collaboration to enhance student-learning experiences in addiction education programs. The article discusses concerns and solutions that impact the preparation of addiction professionals in a rapidly changing field.
