This document contains Michelle McManus's professional portfolio. It includes her education background, work experience, skills and qualifications. Specifically, it shows that Michelle has a B.A. in Psychology from Argosy University. She has over 10 years of experience as a Medicaid Service Coordinator. Her duties in that role included linking clients to community resources and maintaining client documentation. The portfolio demonstrates Michelle's strong communication, organization and advocacy skills developed through her professional experience working in human services. It provides references and samples of her work to support her application for a new position as a Dual Recovery Coordinator.

1. Professional Portfolio
Michelle McManus
B.A. Psychology, 2012
College of Undergraduate Studies
Argosy University

2. Section A: Professional Profile

3. MI CH ELLE MCMA NUS
3537 Cam Run Drive Lakeville, NY 14480 | 585/506 -7386 | michelle_mcmanus@hotmail.com
October 24, 2012
Erin Glanton
Coordinated Care Services, Inc.
1099 Jay St., Bldg. J
Rochester, NY 14611
Dear Ms. Glanton:
This letter is to express my interest in discussing the Dual Recovery Coordinator
position posted on your agency web site. The opportunity presented is very appealing,
and I believe that my experience and education will make me a competitive candidate
for this position.
My relevant qualifications include my BA in Psychology with a concentration in
Substance Abuse, with a graduation date of November 14 2012. Most recently, I
worked as Medicaid Service Coordinator for 10 years at the Arc of Livingston-
Wyoming. In this role, I was responsible for linkage and referral to community
resources. Here I refined my communication, multi-tasking and time management
skills. My duties also included monthly home visits, ensuring health and safety,
developed and maintained an Individualized Service Plan, attending monthly team
meetings, and maintaining client documentation and confidentiality. I have the
ability and knowledge to communicate with other service providers, and have built
positive, professional relationships with surrounding community agencies. I have
attended SPOA meetings with dual diagnosed consumers, and am familiar with
SAMHSA. With these skills and qualifications, along with other pertinent skills
noted on my resume, I believe I would be a great addition to your organization.
I hope that you will find my experience and interest intriguing enough to warrant a
face-to-face meeting, as I am confident that I could provide value to your agency as a
member of your team.
Sincerely,
Michelle McManus

4. MICHELLE L MCMANUS
3537 Camp Run Drive • Lakeville, NY 14480 • 585/506-7386 • michelle_mcmanus@hotmail.com
Qualifications Summary
Knowledgeable and motivated professional with 11 years’ experience in the Human Services field. Capable of
maintaining a caseload, as well as completing necessary documentation for Medicaid billing. Was a Service
Coordinator for 10 years with a caseload of 32 consumers, and have experience and knowledge in linking caseload
with community resources in the Livingston, Wyoming, Genesee, and Monroe County communities. Experience in
working with surrounding community agencies, and building positive professional relationships.
Education
Genesee Community College, Batavia, NY Argosy University, Phoenix, AZ
Associates in Human Services, 1999 Bachelors in Psychology, with a
concentration in substance abuse,
graduation, fall of 2012
Work Experience
Arc of Livingston-Wyoming 18 Main St. Mt. Morris, NY 14510
Medicaid Service Coordinator 1999-2010
1999-2010
▪ Linkage and referral
▪ Obtaining and maintaining Medicaid
▪ Advocacy
▪ Obtaining and maintaining Social Security benefits
▪ Assistance in transition to adult services (i.e. sheltered workshop, supported work, day habilitation)
▪ Linkage to at-home supports (i.e. residential habilitation, hourly respite)
▪ Exploring and securing residential placement
▪ Assisting individuals in exploring their personal interests
▪ Create and implement an Individualized Service Plan
▪ Maintained a caseload of 32 clients, requiring monthly home visits
▪ Provided guidance, support, counseling and understanding
Relevant Skills
▪ Knowledge of community based services and supports
▪ Nurturing and supportive

5. ▪ Multi-tasking
▪ Facilitating meetings
▪ Strong Communication skills (verbally and in-writing) with individuals, families, advocates, and providers
▪ Negotiating and resolving conflicts
▪ Strong decision making skills
▪ Strong advocate
▪ Keeping accurate written records
▪ Works well independently and with a team
▪ Computer skills
▪ Effective time management skills
▪ Strong interpersonal skills
Additional Training
Secured fifteen (15) hours of professional development annually. This included lectures, workshops, and other
training sessions conducted by OMRDD, other agencies, educational institutions, or generic community
organizations. The subjects of the trainings enhanced my knowledge of community service resources.

6. Michelle McManus
3537 Camp Run Drive
Lakeville, NY 14480
585/506-7386
michelle_mcmanus@hotmail.com
REFERENCES:
Jen Warner
Director of Service Coordination
Livingston-Wyoming Arc
18 Main St
Mt. Morris, NY 14510
585/658-2828
Relationship: Previous supervisor at Livingston-Wyoming Arc
Deb Tuckerman
Director of Residential Services
Livingston-Wyoming Arc
18 Main St
Mt. Morris, NY 14510
585/658-2828
Relationship: Previous supervisor at Livingston-Wyoming Arc
Cathy Sullivan
Day, Community and Intake Services Coordinator
Livingston-Wyoming Arc
18 Main St
Mt. Morris, NY 14510
585/658-0200
Relationship: Previous supervisor and mentor at Livingston-Wyoming Arc

8. Section B: Professional Work Samples

9. Insert self- evaluation narrative here

10. Insert completed Student Self Assessment of Learning (SSAL) here

11. TABLE OF CONTENTS
• Cognitive abilities (critical thinking and information literacy): Assignments or projects
that demonstrate problem solving, analysis, synthesis, appropriate use of information
resources, etc.
• Research skills: A copy of a research proposal, a survey developed, etc.
• Communication skills (written and oral): A topic paper, presentation outline, or
PowerPoint that demonstrates your written and oral communication skills.
• Ethics & Diversity awareness: Papers that demonstrate your understanding and/or
analysis of ethical and diversity issues in psychology.
• Knowledge of foundations of the field: Assignments, papers, or projects that
demonstrate your understanding of basic concepts, theories, and empirical findings in one
or more of the domains of psychology, including biological, cognitive, developmental,
personality, and social.
• Knowledge of applied psychology: Assignments, papers, or projects from courses
and/or an internship that demonstrates your ability to apply psychology to personal,
social, and/or organizational problems.
• Interpersonal Effectiveness: PowerPoint presentations, videos of your presentations that
demonstrate your ability to communicate effectively, appreciate diversity and cultural
sensitivity and awareness of your impact on others.

12. Success of Interventions and Chemical Reduction
Michelle McManus
Argosy University

13. INTERVENTION AND CHEMICAL REDUCTION
Abstract
Do addicts who receive an intervention have greater success with reducing chemical
dependency than those who do not? Addiction affects everyone regardless of age, gender, race,
cultural background, or socioeconomic status. Substance abuse may result in an assortment of
social, legal, medical, financial and psychological harm to the abuser themselves, as well as the
society of which he or she lives. The purpose of interventions is to help the individual, one,
realize they have problem, and then help them overcome their addiction and learn to live a
successful life without the use of a chemical substance. Interventions also provide maintenance
support to help maintain sobriety, hopefully for the rest of their life. This research was an
experimental design which included an experimental group who attended a 90 day intervention
program and a control group who did not. The study will be indicating if there is a difference
between the two groups regarding their dependency or substance abuse. Samples would be 60
individuals, 30 per group who have a substance abuse problem. The participants vary in age from
18-35, are of different race, there were 27 males and 33 females, all had different socioeconomic
status. Data collection would be first-hand knowledge through interviews, and completing
ASSIST Alcohol, Smoking, and Substance Involvement Screening Test, following a 3 month
survey. The results indicated that 20 out of the 30 individuals in the control group who
completed the 3 month survey were still sober and still attending an intervention program such as
Alcoholics Anonymous. Only 5 individuals from the control group returned their survey, 3 were
still sober.

14. INTERVENTION AND CHEMICAL REDUCTION
Success of Interventions and Chemical Reduction
Substance abuse and addiction does not discriminate, it affects us all equally, no matter
our age, race, gender, cultural background, or socioeconomic status. It is a deadly disease that
kills or debilitates millions of people every day (Litt, M. D., Kadden, R. M., Kabela-Cormier, E.,
& Petry, N. M. (2009), Elliott, L., Orr, L., Watson, L., & Jackson, A. (2005), Wandersman, A.,
& Florin, P. (2003).
Over the years there has been much research done on the effectiveness of interventions,
which leaves the question, do addicts who receive an intervention have greater success with
reducing chemical dependency than those who do not?
Due to the rise in adolescent and college student alcohol and substance abuse there has
been earlier research done on early interventions which are school based and family based. The
results all indicated that interventions early on do have an impact on adolescents, as well as a
college student’s decision to consume alcohol or drugs. Even though some college students
decided to still continue with drinking, they did come to the conclusion that the amount they
drank did affect their judgment and decision making abilities. As for adolescents they
experience a unique group of problems, such as a more rapid progression from use to
dependency, and most likely a second diagnosis will occur such as depression. Early
interventions have shown improvement in grades, inclusion, and overall attitude (Becker, S. J.,
& Curry, J. F. (2008), Oswalt, S. B., Shutt, M. D., English, E., & Shay, D. L. (2007), Winters, K.
C., Leitten, W., Wagner, E., & Tracy OLeary Tevyaw. (2007).
There are many interventions available today that are geared towards many different
individuals, young, old, men, woman, single mothers, or interventions that are geared towards
any individual that has a substance abuse problem, such as Alcoholics Anonymous. There are
school based interventions such as DARE, or behavioral therapy which improves overall mood,

15. INTERVENTION AND CHEMICAL REDUCTION
which could lead an individual away from substance abuse, there is basic counseling which
involves role-play, problem solving and health education. Family interventions are a popular
form of interventions including the family is a huge part of a person’s recovery. A 12-step
intervention is known for its success in keeping individuals sober, it provides fellowship, and
helps individuals connect spiritually with a higher power. Residential care has helped
individuals maintain sobriety by offering a residential setting usually after rehab, to help prepare
them for a new life of living sober. Then of course, there is an inpatient drug treatment facility,
which usually requires anywhere form a 30 to 90 day stay, where the individuals receives help
through withdrawals, attends groups and individual counseling, and works on preparing
themselves in reentering society as a sober person. Much research has been done on all of the
above-mentioned forms of interventions. Though some have proved successful, whether others
are inconclusive, the overall results of the studies is that interventions do have an impact on
reducing chemical dependency in individuals who receive the help (Becker, S. J., & Curry, J. F.
(2008), Elliott, L., Orr, L., Watson, L., & Jackson, A. (2005), Fals-Stewart, W., Birchler, G. R.,
& Kelley, M. L. (2006), Litt, M. D., Kadden, R. M., Kabela-Cormier, E., & Petry, N. M. (2009),
Oswalt, S. B., Shutt, M. D., English, E., & Shay, D. L. (2007), Phillips, K. T., Rosenberg, H., &
Sanikop, A. (2007), Trudeau, L., Spoth, R., Randall, G. K., & Azevedo, K. (2007), Winters, K.
C., Leitten, W., Wagner, E., & Tracy OLeary Tevyaw. (2007), Washington, O. G. M., &
Moxley, D. P. (2003).
The purpose of my study will to compare two groups of individuals, the experimental
group will attend 90 days of Alcoholic Anonymous, and the control group will not attend an
intervention. The results will help determine if those who attend an intervention reduce their
chemical dependency, in comparison to those who did not attend an intervention.

16. INTERVENTION AND CHEMICAL REDUCTION
Method
Participants
Would be 60 individuals, 30 per group who have a substance abuse problem. The
participants vary in age from 18-35, are of different race, there were 27 males and 33 females, all
had different socioeconomic status. Participants will be asked to attend a 90-day intervention
such as Alcoholics Anonymous, and give feedback on their thoughts of the success of the
program. The sample does need to be diverse, in order to collect the appropriate data on
interventions, and their success.
Instruments
Data collection would be first-hand knowledge through interviews, and completing
ASSIST Alcohol, Smoking, and Substance Involvement Screening Test. Each individual would
require a 3 month follow up survey on their current situation, pertaining to their sobriety and
continuation of any type of intervention, or relapses, etc. Exclusion criteria would be anybody
that has never had any type of intervention, due to substance abuse.
Procedure
This research is an experimental design, which includes an experimental group and a
control group. The study will be indicating if there is a difference between the two groups
regarding their dependency or substance abuse. The independent variables for my study would
be an experimental group who have received some sort of intervention, and a control group of
those who have never received an intervention. The dependent variable would be addicts who are
successful with interventions and show less chemical dependency (Argosy, 2012).
I would have two groups with 30 people in each group. The experimental group would
be addicts who attend a group intervention 3 days a week for 90 days. The control group would

17. INTERVENTION AND CHEMICAL REDUCTION
be addicts who do not attend an intervention. Both groups are trying to decrease their chemical
dependency and remain sober. After 90 days the groups would meet back and get interviewed
on their success of remaining substance free. I would send a follow up survey to participants
within 3 months’ time.
Ethical issues
Some potential ethical issues for this type of research could be possible psychological
harm. It could cause stress, depression and anxiety, especially once an addict comes to the
realization what his addiction has done to their family, health, marriage, and themselves.
Interventions help you come to the realization you need help for an addiction, some people will
have a hard time coming terms that they there is hope and a future for a better life. Some may
need medical treatment. All these things can have a great effect on a person.
It is important to make participants aware of the issues that could arise, and give
informed consent. It will also be important to debrief afterward as well. It will also be important
to make the participants aware that they can leave the study at any time. If a participant becomes
anxious or depressed they may need someone to talk to, it will be important to be able to provide
them with contact information if they feel they need to speak to someone.

18. INTERVENTION AND CHEMICAL REDUCTION
Results
Because there are two independent variables, and on dependent variable, a two way
ANVOVA would have been used to calculate the results. This will allow for comparison
between the two independent variable, and the effect it had on the dependent variable. With a
hypothesis of; Addicts who attend a drug rehabilitation intervention will have less chemical
dependency than those who do not attend this type of intervention and a null hypothesis of;
Addicts who do not attend drug rehabilitation will remain chemically dependent, unlike those
who attend a type of intervention. The alpha would be set at 0.5, after figuring the degrees of
freedom and the mean square; an f test would be completed
Discussion
The results indicated that 20 out of the 30 individuals in the control group who
completed the three-month survey were still sober and still attending an intervention program
such as Alcoholics Anonymous. Seven were still abusing drugs and/ or alcohol, and three did not
respond. Only five individuals from the control group returned their survey, three were still
sober. It is found in this study and previous studies that interventions do have an impact on
reducing chemical addiction.
Some threats to internal and external validity may have been, the level of comfort the
individual felt during the intervention, whether or not the individual participated, there could
have been an outside influence that was encouraging the individual to use. Other affects could
have been some sort of emotional trauma, death, loss of job, or was there an uncomfortable topic,
or did someone make them feel uncomfortable. Timing could have been an issue, was the
meeting too late in the afternoon or too early in the morning? Some of the younger individuals
may not feel comfortable if the setting was full of adults. One of the main confounding variables
could simply be the individual was not ready to recognize their disease or their need for help.

19. INTERVENTION AND CHEMICAL REDUCTION
Which could lead to a possible flaw in the design is during the interview process of possibly not
asking the right questions, and being able to determine if the individual was actually ready to
receive help through an intervention.
Chemical dependency is a serious disease that affects the lives of millions of people
across the world. Because there are so many different types of interventions it will be important
to continue on with the research to figure out which type of interventions work best with diverse
individuals, does age and gender play a role in what type of intervention will work best, does
incorporating family into an intervention help or hinder the situation. It is important to continue
with future research and educate society on the value of interventions on our chemically
dependent population. I would one day like to travel to different countries and get a more in
depth look at interventions and how they are implemented and to whom, for places that do not
recognize addiction or interventions. I would like to make them aware and provide education to
the people and help them realize there is hope for themselves or a loved one.

20. References
Argosy. (2012). Research methods. Retrieved on May 29. Retrieved from
http://myeclassonline.com
Becker, S. J., & Curry, J. F. (2008). Outpatient interventions for adolescent substance abuse: A
quality of evidence review. Journal of Consulting and Clinical Psychology, 76(4), 531-
543. doi:10.1037/0022-006X.76.4.531
Elliott, L., Orr, L., Watson, L., & Jackson, A. (2005). Secondary prevention interventions for
young drug users: A systematic review of the evidence. Adolescence, 40(157), 1-22.
Retrieved from http://search.proquest.com/docview/195944023?accountid=34899
Fals-Stewart, W., Birchler, G. R., & Kelley, M. L. (2006). Learning sobriety together: A
randomized clinical trial examining behavioral couples therapy with alcoholic female
patients. Journal of Consulting and Clinical Psychology, 74(3), 579-591.
doi:10.1037/0022-006X.74.3.579
Litt, M. D., Kadden, R. M., Kabela-Cormier, E., & Petry, N. M. (2009). Changing network
support for drinking: Network support project 2-year follow-up. Journal of Consulting
and Clinical Psychology, 77(2), 229-242. doi:10.1037/a0015252
Oswalt, S. B., Shutt, M. D., English, E., & Shay, D. L. (2007). Did it work? examining the
impact of an alcohol intervention on sanctioned college students. Journal of College
Student Development, 48(5), 543-557. Retrieved from
http://search.proquest.com/docview/195180492?accountid=34899
Phillips, K. T., Rosenberg, H., & Sanikop, A. (2007). English and American drug clients views
of the acceptability, advantages, and disadvantages of treatment and harm reduction

21. interventions. Journal of Drug Issues, 37(2), 377-401. Retrieved from
http://search.proquest.com/docview/208828694?accountid=34899
.
Trudeau, L., Spoth, R., Randall, G. K., & Azevedo, K. (2007). Longitudinal effects of a universal
family-focused intervention on growth patterns of adolescent internalizing symptoms and
polysubstance use: Gender comparisons. Journal of Youth and Adolescence, 36(6), 725-
740. doi:10.1007/s10964-007-9179-1
Wandersman, A., & Florin, P. (2003). Community interventions and effective prevention.
American Psychologist, 58(6-7), 441-448. doi:10.1037/0003-066X.58.6-7.441
Winters, K. C., Leitten, W., Wagner, E., & Tracy OLeary Tevyaw. (2007). Use of brief
interventions for drug abusing teenagers within a middle and high school setting. The
Journal of School Health, 77(4), 196-206. Retrieved from
http://search.proquest.com/docview/215677593?accountid=34899
Washington, O. G. M., & Moxley, D. P. (2003). Group interventions with low-income African
American women recovering from chemical dependency. Health & Social Work, 28(2),
146-156. Retrieved from
http://search.proquest.com/docview/210555152?accountid=34899
Insert Work Samples here