The most rewarding aspects of academic work is the
opportunity to contribute to the intellectual and personal development of
students and experiencing how academic work contributes to society. Arguably
the biggest challenge and most destructive force in the addictions field is the
stigmatization of those who are addicted by a large segment of society
including those who are trying to help. Designing experiential and
constructivist learning activities can begin to meet this challenge.
my teaching is that each human being must be respected and each individual can
make a difference in the world. I work hard in helping students understand that
it is who they are in conjunction with what they do that is the basis for facilitating
change in themselves, their clients and in society. We are doing more than training
students to be competent and ethical addictions counselors; we are also helping
them to find their passion and purpose for working with addicted individuals. I
want each student who takes a course I teach to leave a better person for the
experience. I view academic work as a calling that requires passion, dedication
I spent 21 years in the United States Navy and I have been
teaching in higher education for the last 23 years (that is why my picture
looks so old). I was a certified addictions counselor from 1990 until 2009. I
have published 10 journal articles and book chapters, I am currently under
contract to write an addictions textbook with Oxford University Press, and I have
presented addiction-related topics 48 times at national and international
conferences and workshops in the last decade.
Since 2006, I have traveled to Taiwan six times to conduct
addiction-related workshops and presentations. Taiwan is a highly developed
country that is just beginning to grapple with addiction problems. Those who
come to the presentations and workshops are eager to understand all they can
concerning the etiology and treatment of addictions. Although addictions are
also stigmatized in Taiwan, there is an openness to learning of the origin of
these views and a desire to think differently. Although Taiwan is not a small
country — with a population of over 23 million residents — it is easier to impact
change due to a reasonably strong central government that in most ways is
helpful in developing strategies to prevent and treat addictions. After each
trip to Taiwan, I feel confident that my work and this service matters outside
Blagen, M.T. (manuscript in preparation) Understanding
addictions: Destigmatization and helping strategies. New York: Oxford
Blagen, M.T. (2015). Substance Use and Addictive
Disorders. In Sperry, L. & Carlson, J. (Eds). Psychopathology &
Psychotherapy: DSM-5 Diagnosis, Case Conceptualization and Treatment, (3rd
ed.). New York: Routledge.
Yang, J. and Blagen, M.T. (2013). Individual
Psychology in Taiwan: Promises and Challenges (accepted for Publication). Journal
of Individual Psychology, special Edition.
Blagen, M..T. (2013). Overcoming the Stigmatization of Addictions:
Implications for Teaching and Supervision. (accepted for publication) in Waltz,
G, Bleurer, J, Yep, R. Vistas 2012.
Alexandria, VA: ACA.
Milliren, A., and Blagen, M.T. (2010). The psychology of courage: An Adlerian manual
for healthy social living. New York: Taylor & Francis.
Blagen, M. T. and Yang, J. (2009). The psychology of
courage: Courage as a facilitative factor for client change. In Waltz, G,
Bleurer, J, Yep, R. Vistas 2009.
Alexandria, VA: ACA.
Keckler, W.T., Moriarty, G. and Blagen, M.T. (2008). A
qualitative study on comprehensive missionary wellness. Journal of Psychology
and Christianity, 27, 18-28.
Vuncannon, J., Parker, S.E., Rehfuss, M.C. and Blagen,
M.T. (2008). The perceptions of attachment style and forgiveness in romantic
couples. Virginia Counselor Association Journal, 30, Fall, 2008.
Blagen, M. T. and Yang, J. (2008). Courage and hope as
factors for client change: Important cultural implications and spiritual considerations.
In Waltz, G, Bleurer, J, Yep, R. Vistas
2008. Alexandria, VA: ACA.
Blagen, M. T. (2007). A researched-based, experiential
model for teaching a required addictive behaviors course to clinical counseling
students. In Waltz, G, Bleurer, J, Yep, R. Vistas
2007. Alexandria, VA: ACA.
M.T. (2002). The birth and growth of a student assistance program: A case
study. In McAuliffe, G. (Ed.). Working with troubled youth in schools: a
guide for all school staff. Westport, CT:Greenwood