Journal of Substance Abuse Treatment
Volume 30, Issue 3 , Pages 173-181, April 2006

Comparative analysis of state requirements for the training of substance abuse and mental health counselors

Portions of this article were presented at the College for Problems of Drug Dependence, San Juan, PR, on June 2004, and at the Addiction Health Research Services Conference, Philadelphia, PA, on October 2004.

  • MaryLouise E. Kerwin, Ph.D.

      Affiliations

    • Department of Psychology, Rowan University, Glassboro, NJ 08028, USA
    • Treatment Research Institute, Philadelphia, PA 19106, USA
    • University of Pennsylvania School of Medicine, Philadelphia, PA 19106, USA
    • Corresponding Author InformationCorresponding author. Department of Psychology, Rowan University, 201 Mullica Hill Road, Glassboro, NJ 08028, USA. Tel.: +1 856 256 4500x3521; fax: +1 856 256 4892.
    • ,
  • Katherine Walker-Smith, B.A.

      Affiliations

    • Treatment Research Institute, Philadelphia, PA 19106, USA
    • ,
  • Kimberly C. Kirby, Ph.D.

      Affiliations

    • Treatment Research Institute, Philadelphia, PA 19106, USA
    • University of Pennsylvania School of Medicine, Philadelphia, PA 19106, USA

Received 23 May 2005; received in revised form 30 September 2005; accepted 1 November 2005.

Abstract 

Data on minimum state requirements for drug and alcohol counselors and mental health counselors in all 50 states and Washington, DC, suggest that training as a mental health counselor is primarily structured through formal education, whereas training as a substance abuse counselor resembles an apprentice model. Fewer states offer or require certification or licensure of substance abuse counselors, compared to mental health counselors. States that do offer such credentials for substance abuse counselors generally require more hours of supervised work experience and continuing education, but fewer hours of formal coursework and practicum courses, and a lower level of formal education. Although these different models for training are valid, they each have different implications for clinical practice, dissemination of research findings to practice, and management within the service delivery model.

Keywords: Counselor education, Dissemination, Workforce issues, Substance abuse, Mental health

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PII: S0740-5472(05)00245-X

doi:10.1016/j.jsat.2005.11.004

Journal of Substance Abuse Treatment
Volume 30, Issue 3 , Pages 173-181, April 2006

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