Using Experiential Learning to Build Empathy, Generalist Skills, and Core Competency in Addiction Practice and Education

Background/Introduction

The rise of opioid, stimulant, methamphetamine and other drug use has resulted in record high overdose and substance use related deaths (Centers for Disease Control and Prevention, 2023). Recent studies expose critical workforce related barriers to treatment, such as pervasive practitioner burnout, high attrition numbers, and record numbers of veteran practitioner retirements (Vilsaint, et al., 2020; Fentem et al., 2023; Stelson et al., 2022). These realities above evoke calls for more reflective, immersive, and experiential addictions education and training throughout human service disciplines (McDowell et al., 2012; Sawyer & Brady, 2021).

This study examines experiences of abstinence behavior and treatment modalities. It builds upon experiential learning, and applies it to the field of addiction treatment and practice. Its main aims: to build empathy and increase competency in generalist practice skill building. The questions, how do students experience recovery and relapse prevention, and how do they apply those lessons learned to their emerging practice knowledge, guide the inquiry.

Methods

Blending convenience and purposive sampling, 12 undergraduate students received didactic education on a variety of areas of addiction practice. The experiential learning components consisted of a 30-day abstinence project concurrent with 3 simulated groups and participation in two12-step community-based support groups in their local community. After the project, students completed written reflections on their experiences of sustaining 30 days of abstinence from instructor-approved behaviors. Additionally, students also completed written synthesis of their learning.

Researchers implemented Braun and Clarke’s (2006) six-phase method of inductive thematic analysis integrated alongside Creswell (2014) and Miles and colleagues (2014) key activities within each of those steps. These steps involved: (1) familiarization with the data, (2) deeply engaging with the data, (3) generating initial emergent codes, (4) identifying patterns, (5) conceptualizing themes, and (6) contextualizing and reporting findings. To ensure credibility and authenticity of findings, researchers also utilized student member checking, and multiple coders.

Results

All responses encapsulate the following core themes and patterns embedded within each: (1) Increased Awareness, (2) Increased Understanding of Addictive Experience, and (3) Increased Understanding of Treatment Prevention and Relapse. Patterns within each theme primarily centered on empathy development, identity development, increased understanding of coping and interpersonal relationships, and emotional regulation.

Discussion and Implications

This study demonstrates efficacy and strength of experiential learning in addiction education. Results underscore the need for new maps to guide scholars and practitioners in education, training, and intervention development. Findings reinforce, expand, and question certain findings in previous studies. The inquiry offers key insights into utilizing experiential learning for training in addictions, and the development of evidence-informed teaching methods in this area.

Participants gained nuanced insight into addiction processes and experiences linked to didactic aspects of the course. They experienced urges, cravings, triggers, and relapse. Collectively and most profoundly, participants experienced shifts in identity spanning the continuum of personal and professional shifts in identity building on other studies which demonstrated changes in critical consciousness (Sanabria & DeLorenzi, 2019; Seider et al., 2020).