International Coalition for Addiction Studies Education

Although addiction studies is a venerable field dating from the mid-20th century, there were a small number of curricula at colleges and universities until the late 1970s. At that time, state and national systems for cre-dentialing of addiction counselors were established, and academic programs were put in place to offer the [Page 497]educational requirements for addiction counselor certification. In 1990, it became apparent that the complexion of addiction counseling was changing. This was manifested in an aging workforce, in advancements toward credentialing and licensure of addictions professionals, and in an increasingly complex body of addictions research that challenged current practitioners in the field. A group of addiction studies educators from around the United States formed a germinal organization to address this urgent workforce development need. Thus was born the International Coalition for Addiction Studies Education (INCASE).

As a relative newcomer to the many and varied addictions organizations around the country and around the world, INCASE initially struggled to find its niche and the audience with which to share its vision, mission, and goals. Addictions educators are found in many different academic departments and divisions: INCASE presidents have included a crimi-nologist, a nurse educator, an anthropologist, human service educators and psychologists. With the publication of Addiction Counseling Competencies: The Knowledge, Skills and Attitudes of Professional Practice in 1997 (published by the Center for Substance Abuse Treatment [CSAT] in the Substance Abuse and Mental Health Services Administration), INCASE found both a purpose and a well-articulated role with direction. INCASE members served as field reviewers, consultants, and as members of the National Steering Committee on Addiction Counselor Competencies that voted to adopt the document as a statement from and for the field.

Initially, the multiple purposes of the organization included to disseminate professional knowledge and share ideas regarding addiction studies curricula; to conduct international seminars, workshops, and conferences in order to provide members with educational opportunities; to encourage and promote ongoing research and scholarship in the field of addictions studies; to develop standards for, and implementation of, an accreditation process for competent and comprehensive addiction studies education providers; to explore related funding sources and opportunities; to initiate discussions of reciprocity within and between nations, states, and provinces; and to develop liaisons with other organizations providing related educational services or who have related interests. Although originally broad in scope, these purposes evolved over time and are now a much more functional set of goals and objectives within the capabilities of a small but disciplined volunteer organization of educators.

Today, INCASE shares the characteristics of a traditional organization with both mission and vision statements. As a mission, INCASE has a succinct purpose: promoting new knowledge and advancing teaching and curriculum development as seminal to improving addiction professionals' education. As a vision, INCASE sees itself as important and contributory in workforce development; the education and clinical training of competent, well-informed practitioners; the production and dissemination of new knowledge; the development of products to advance the professional discipline; partnering with like-minded groups; and engaging in dialogue with allied or affiliated groups on issues of certification, licensure, supervision, and continuing education.

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