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Substance abuse clinician job growth summary. After extensive research, interviews, and analysis, Zippia's data science team found that:
The projected substance abuse clinician job growth rate is 9% from 2018-2028.
About 64,000 new jobs for substance abuse clinicians are projected over the next decade.
Substance abuse clinician salaries have increased 10% for substance abuse clinicians in the last 5 years.
There are over 30,485 substance abuse clinicians currently employed in the United States.
There are 12,017 active substance abuse clinician job openings in the US.
The average substance abuse clinician salary is $50,155.
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 30,485 | 0.01% |
| 2020 | 30,554 | 0.01% |
| 2019 | 30,622 | 0.01% |
| 2018 | 29,533 | 0.01% |
| 2017 | 27,865 | 0.01% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2026 | $50,155 | $24.11 | +3.1% |
| 2025 | $48,635 | $23.38 | +2.4% |
| 2024 | $47,473 | $22.82 | +2.5% |
| 2023 | $46,312 | $22.27 | +2.0% |
| 2022 | $45,425 | $21.84 | +2.7% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | Massachusetts | 6,859,819 | 632 | 9% |
| 2 | Alaska | 739,795 | 42 | 6% |
| 3 | Maine | 1,335,907 | 67 | 5% |
| 4 | Connecticut | 3,588,184 | 105 | 3% |
| 5 | South Dakota | 869,666 | 24 | 3% |
| 6 | District of Columbia | 693,972 | 18 | 3% |
| 7 | Vermont | 623,657 | 16 | 3% |
| 8 | Pennsylvania | 12,805,537 | 287 | 2% |
| 9 | Georgia | 10,429,379 | 220 | 2% |
| 10 | New Jersey | 9,005,644 | 181 | 2% |
| 11 | Indiana | 6,666,818 | 146 | 2% |
| 12 | Arizona | 7,016,270 | 121 | 2% |
| 13 | Colorado | 5,607,154 | 111 | 2% |
| 14 | New Mexico | 2,088,070 | 34 | 2% |
| 15 | New Hampshire | 1,342,795 | 31 | 2% |
| 16 | Rhode Island | 1,059,639 | 26 | 2% |
| 17 | Delaware | 961,939 | 16 | 2% |
| 18 | New York | 19,849,399 | 191 | 1% |
| 19 | Washington | 7,405,743 | 88 | 1% |
| 20 | Idaho | 1,716,943 | 24 | 1% |
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Milford | 1 | 4% | $52,105 |
| 2 | Leominster | 1 | 2% | $51,940 |
| 3 | Grand Rapids | 1 | 1% | $41,055 |
| 4 | Springfield | 1 | 1% | $52,209 |
| 5 | Worcester | 1 | 1% | $52,095 |
| 6 | Aurora | 1 | 0% | $46,355 |
| 7 | Denver | 1 | 0% | $46,367 |
| 8 | Indianapolis | 1 | 0% | $48,404 |
San Diego State University

University of Alabama in Huntsville

Cambridge College

Indiana University

Bay Path University
Springfield College

Malone University

Nicholls State University
California State University San Marcos
Freed-Hardeman University
University of Nevada - Reno

Longwood University

University of Alaska Anchorage
The Pennsylvania State University
Bureau of Alcohol, Tobacco, Firearms and Explosives Office of Public and Governmental Affairs Public Affairs Division

Jackson State University
Utah State University
American Massage Therapy Association

Montclair State University

West Texas A&M University
San Diego State University
School of Social Work
Dianne Ciro Ph.D.: Formal training and/or experience using one or more evidence-based Interventions.

University of Alabama in Huntsville
Psychology Department
Dr. Nathan Tenhundfeld Ph.D.: Strong analytical skills are a must. This includes both logic and reasoning skills, but also data analysis skills. For many jobs, the ability to collect and scientifically evaluate data will be vital, if not an absolute necessity. Similarly, a strong understanding of experimental methods can put a candidate in a great position to be able to help a company evaluate existing programs and chart a path forward for new ones. Finally, I would say that a strong ability to write is critical. Those graduates who are able to effectively and persuasively communicate in writing are setting themselves up for success at any company and allowing the company to leverage them for increasingly important tasks.
Dr. Nathan Tenhundfeld Ph.D.: Technical skills like the ability to perform statistical analyses are critically important for most Psychology-related jobs. This allows a candidate to collect and analyze data but also to interpret and understand other existing data. A strong statistical background can also help set a candidate apart from their peers in the application process. This includes understanding when and how to use various parametric and nonparametric statistics to be able to answer questions regardless of the data one is working with.

Dr. Joseph Vedora: Salaries have risen over the past few years as the field moved to certification and licensure. Also, the high demand and need for BCBAs has resulted in increases in salaries.

Indiana University
School of Social Work South Bend
Catherine Herzog: I think with all of different levels of trauma and loss associated with the pandemic, both clinical social and generalist workers and will be greatly needed for many years to come. In working with first responders, including medical professionals, police and medics, COVID has had a great emotional impact on these individuals and the potential need for treatment for secondary trauma will be great. Not only the trauma associated with COVID, but the amount of loss and grief is going to be a huge piece of clinical work for many years. Not only have many people suffered loss of loved ones and major life events, but, COVID has impacted the way people have or have not been able grieve and process their losses.
Also, the need for school social workers has already increased due to students being home and engaging in e-learning to address the many barriers that families have been facing during this time. School social workers will continue to be needed to address the many complex needs of families and school-aged children as they are coming back on site and reacclimating to the classroom setting and catching up on their social and academic development.
Catherine Herzog: The LCSW (Licensed Clinical Social Worker) is the preferred license for clinicians as is allows billing to private insurance and Medicaid/Medicare.
The LCAC (Licensed Clinical Addictions Counselor) is the preferred licensure in working with clients with addiction issues.
EMDR (Eye Movement Desensitization and Reprocessing) an evidence based trauma invention that is used by many clinicians working with trauma victims, etc.

Bay Path University
Clinical mental health counseling, developmental psychology
Suzanne Gile: The pandemic has led to an explosion of telehealth options. Prior to the pandemic, most clinicians did not offer telehealth as an option. I myself would never have considered it because it felt so impersonal. But being forced into telehealth has been a good thing. We are able to provide services to homebound clients, clients with transportation issues or clients who have moved farther away from the office location. I believe as we move forward from this pandemic we will see more clinicians continue to offer this option. Telehealth will increase access to services.
Please note that all telehealth services must follow your state's licensure requirements.
Suzanne Gile: I am not sure of the actual percentage change but in my observation salaries have increased significantly. When I entered the field in 1999, I was making $29,000. Clinicians entering the field currently are starting around $45,000. I personally have seen an increase in insurance rate reimbursements over the past 2 years. Aetna used to reimburse $60 per individual therapy session a few years ago but recently made another increase and is reimbursing $111.22 per 60-minute therapy session. Other insurance companies have also increased reimbursement rates.
Elizabeth Morgan Ph.D.: One potential outcome of the pandemic is that place may matter less as jobs are created and sustained with remote work environments. For example, it might be possible to participate in education endeavors, community mental health, human services in general, or consulting remotely, which render geography less important.
In addition, there will likely be changes in the types of jobs available to graduates in Psychology as employers are rethinking employee productivity in the wake of the coronavirus and need human resources specialists or industrial/organizational psychologists to consult on organizational change. Individuals with training and experience in delivering services remotely may find themselves able to secure some of these new positions; recent graduates will have a leg up in that regard, since they experienced training in a remote environment.
Elizabeth Morgan Ph.D.: The forced use of technology to connect with others during the pandemic will likely encourage lasting change in education, counseling and human services, business and marketing endeavors, research, and other areas where graduates in psychology end up. This will create shifts in what the jobs look like, what training is needed, and even perhaps, the mental health and well-being of workers in general. As these technological changes are introduced, new graduates will need to learn and embrace them to keep up with the trends, as well as evaluate their effectiveness.

Malia Miller: There is potential for an increase in openings given the challenges regarding mental health that have developed due to the pandemic. If the bill passes at the federal level, it is my understanding that there are funds designated to be used by school districts to make sure all schools are open for in-person learning. These additional funds may be used to subsidize the hiring of more school counselors to address these issues if states choose to do so. Right now, the challenge we are facing as a university that trains school counselors is the fact that interns are struggling to acquire internship supervisors since the work of all school personnel has been difficult for the past year. Understandably, school counselors do not wish to assume more responsibility as working with students remotely, on hybrid schedules, etc. is time-consuming. I don't think there will be an "enduring" impact on our profession as a result of the pandemic, but we have learned how to connect with students more efficiently in a virtual mode.
Malia Miller: A good school counseling job out of college is being hired in the setting the new counselor seeks. The role of the school counselor in elementary, middle, or high school settings can vary greatly in terms of job expectations, so finding a "good" job would be landing the job in the level of your choice. Some school counselors seek work in higher education as admission counselors, but most are training to work in a K-12 school. I would add that it is often ideal for new counselors to be hired into a building where they are not the only counselor. Learning from colleagues through working with a counseling team is less stressful and easier than being the only counselor in a school.
Malia Miller: Within the school setting, earning potential can be increased with years of experience and continuing education. Most counselors are paid a salary based on the teacher salary schedule that has been negotiated between the union and the school board of the district. In a larger district, there would be potential for better pay if there are district-level positions that involve management of the school counseling staff.

Nicholls State University
Department of Psychology, Counseling, and Family Studies
Dr. Chantrelle Varnado-Johnson: To begin with, there will be a lasting impact of the coronavirus on recent graduates. For instance, we are seeing the rising number of positive cases. As of February 11, 2021, there were approximately 361, 038 Louisiana coronavirus cases (Swenson, Just, Whitfield, 2021). In addition, 20.6% of U.S. adults experienced mental illness in 2019 (51.5 million people). This represents 1 in 5 adults (NAMI, ). To further complicate matters, the coronavirus pandemic and constant civil unrest has contributed to a demand for professional counselors.
Dr. Chantrelle Varnado-Johnson: Due to our society becoming increasingly diverse and more distance learning becoming prevalent, there will become demand for social and cultural diversity training of counselors. In addition, the unemployment rate has been at an all time high. "The current unemployment rate, as reported by the Bureau of Labor Statistics last week, is 6.3 percent, (Bayly, 2021)." Blacks, Latin X, and Asian Americans are experiencing a steep decline in employment compared to the vast majority of white Americans and non-Hispanic groups since the launch of the global pandemic (Gamelas, Davison, & Ing, 2021). Yet, these members of historically marginalized groups are often placed on the frontlines. Subsequently, new professionals have to recognize their role as a worker and how it impacts other roles. Thus, recent graduates will need to be culturally competent due to the ever-changing globalization of U.S. society.
Dr. Chantrelle Varnado-Johnson: In addition, recent graduates will need to be familiarized with using telehealth platforms due to more remote learning needs. Plus, recent graduates will need to familiarize themselves with their basic facilitative skills to establish rapport quickly to have brief sessions. Also, I would recommend students receive competency-based credentials and become licensed in at least one additional state. Lastly, I would recommend students familiarize themselves with crisis intervention and trauma counseling.
In sum, graduates have to be aware of how their roles may shift due to job displacement, furloughs, and restructuring. Due to new challenges presented in the COVID-19 pandemic, graduates have to be prepared to address the possibility of being faced with high caseloads, secondary traumatization, role conflict/ambiguity, and tension in the workplace. As a precautionary measure, neophytes should adopt a holistic self-care regimen and professional network to ameliorate the mental health condition.
California State University San Marcos
Department of Social Work
Madeline Lee Ph.D.: There are technical skills that may stand out to employers, but as social workers, I think those technical skills together with "soft skills," can make an applicant really stand out to employers; social workers can combine their research skills with evidence-informed care and organizational quality improvement efforts, while being able to lead, build relationships, and think critically. In the midst of the ongoing coronavirus pandemic, our graduates will need to be able to fluidly navigate between employing telehealth methods to performing their work safely in-person when engaging and helping clients. To be effective, social workers will also need to understand the reverberating effects of the deep-seated roots of racism in our country and be willing to honestly confront and address those issues in whatever role they assume. Social workers are needed now more than ever.
Madeline Lee Ph.D.: I think the coronavirus pandemic is having/will have an enduring impact on all of us. Social workers are essential workers, and our current students are already in the field, interning at over 125 organizations throughout our Southern California region. Our students and alum serve some of the most vulnerable, including children and families experiencing poverty, the child welfare system, those with mental health needs, veterans, and older adults. The coronavirus has exposed existing fault lines and meeting the challenge of working at the intersection of two pandemics-the coronavirus, which is new, and racism, which is not new-will have an enduring impact on our students and graduates as they strive towards social work's mission for social justice. When the pandemic is behind us, it is my sincere hope that we will not forget how truly essential essential workers are and remember that we are all undeniably, intricately interconnected with each other.
Madeline Lee Ph.D.: We do not have a bachelors program in social work at CSUSM; we only have a Master of Social Work (MSW) program, so a good job out of our program may be different from one straight out of college with an undergraduate degree. I think that a good first job out of an MSW program is one that would provide the new graduate with great supervision and rich experiences for continued learning within a healthy organization where this is a strong sense of shared mission. All of this would need to be a good fit with the graduate's skills, passions, and values.
According to the U.S. Department of Labor Bureau of Labor Statistics, employment of social workers is projected to grow 13% from 2019-2029, much faster than 3.7% average for all occupations (this could increase in light of the pandemic). One of the benefits of an MSW is the versatility of the degree; it equips graduates for a range of careers, from being a clinician to a community organizer in a variety of settings, including private non-profits, hospitals, schools, and public agencies. Our graduates' first job may be a part of the sound foundation that supports their long-term social work career.
Freed-Hardeman University
Counseling Program
Dr. James Dalton Ph.D.: The pandemic has forced a shift to technology-assisted interactions in a wide variety of areas including education. I do not expect education to remain as reliant upon technology-assisted interaction as it has been in the past year. Neither do I expect our nation to return to almost complete reliance upon face-to-face interactions. Instead, I believe we will see technology-assisted education and technology-assisted school counseling integrated into the services of the majority of K-12 schools. Therefore, I believe we will see an increase in distance interactions with students through school counseling. Large districts may long-term employ some school counselors from off-site, or may incorporate off-site counselors into the services they provide.
Additionally, the pandemic has not decreased the mental health and wellness needs of our students, but instead has further demonstrated the existence of these needs and the difficulty many schools and communities have in meeting the needs of our most vulnerable populations. I expect this to lead to an increase in services that are provided by or integrated into schools including mental health counseling and trauma-informed counseling and services.
For both reasons, I expect school counseling jobs to have a greater variety of opportunities in the years ahead.
Dr. James Dalton Ph.D.: Completing state licensure requirements is always the most important thing to increase job prospects for school counselors. Without a license as a school counselor, one cannot find employment. Beyond licensure, given the shifts experienced from the pandemic, today I would encourage school counselors who want to stand out to pursue training and/or certification in distance or technology-assisted counseling methods. These skills will be quite useful to school counselors and will help demonstrate the applicant is cognizant of the skills currently needed in our schools.
Dr. James Dalton Ph.D.: The best type of job for a new school counselor will fit the individual skills of that graduate. Each individual has to determine what age-level they are best suited to assist and what type of school and community environment in which they will best fit. Additionally, it is important for those early in their career to have more experienced colleagues from whom they can seek consultation and support to help them grow into fully-competent professional school counselors. Finally, it is important to have a position where the administration and faculty value both the administrative functions of the school counselor and also the counseling functions of the school counselor. Too many fail to value counseling enough that the school counselor is provided the resources necessary to devote significant time to the counseling function of their position.
University of Nevada - Reno
Special Education Program
Dr. Tammy Abernathy Ph.D.: Young graduates will need to linked to the host of resources that are available to them. To they will need to continue to be learners and willing to spend the time to hone their craft. Young graduates may need some financial assistance to join professional organizations that offer resources that will keep them on the cutting edge of policy, research and implementation. It is important that young graduates learn how to get and how to use the most current information and not rely solely on colleagues or their school district for information.
For example, the most cutting edge information for teaching students with disabilities in a COVID environment came of professional organizations posting information weekly and not from their employers. These organizations have been responsive to questions from educators and supportive of innovation from teachers. Young graduates are already technologically advanced and they know how to learn independently in some cases. We anticipate that they will be able generalize these skills into teaching practices for their own students. Young graduates must be knowledgeable in the content areas, but social emotional learning and trauma informed practices will be essential.
Dr. Tammy Abernathy Ph.D.: Experience with students with disabilities in a variety of settings. A degree, a major and teaching license are important, but experience with students and their families matters. This is where the love of the profession and children is born. Special educators believe in their students. They set high expectations for students and they tirelessly push for these outcomes. We are not a sympathetic lot. We want our students to reach their own hopes and dreams and we can't do that unless we set high expectations and build self-determined students. Also, evidence that you are a strong collaborative partner, and you can show evidence of collaborative work will be noticed. Special education services are not provided by one teacher only. Being able to work within a group to serve students is essential. Advocacy skills are a plus. Experience advocating with and for students with disabilities will get attention. Further, demonstrating that you can teach students to advocate for themselves is also important.

Teresa Reynolds: Graduates who have had a variety of field experiences and not simply worked with one particular population definitely stand our as having more experience/skills. In addition, students who have a variety of leadership positions in extra-curricular activities or have demonstrated service through volunteering tend to "stand out" among his/her peers.
Teresa Reynolds: The unique feature that social work provides to its graduates is that there are a variety of settings to which graduates can apply. There are a variety of positions for BSW graduates in agencies such as Department of Social Services/Human Services, Nursing homes, hospice, foster care, probation & parole, domestic violence shelters, homeless shelters, prevention agencies, child advocacy agencies, early intervention programs and more. The trends are showing that the job market will seek social workers to work with the older American population, as our society is aging. Students are encourage to seek experience with a variety of populations so that he/she will be marketable.

Donna Aguiniga Ph.D.: The pandemic will have an enduring impact on all of us. Students have experienced illness, job loss, rapidly changing educational environments, family upheaval, and death-to name just a few of the outcomes of the pandemic. Yet, despite the pandemic, many students are pushing on with their goals and graduating. Social work students are utilizing technology more than ever to successfully complete their coursework while collectively becoming more digitally literate than their predecessors. The pandemic has created a greater need for social services and social workers and, though there will be challenges in the delivery of those services, graduates are well-prepared to enter the profession at this time.
Donna Aguiniga Ph.D.: Social work graduates must be prepared to work at any system level. For example, they should be able to interview a client, facilitate a group meeting, and analyze proposed legislation. Strong writing, communication skills, and digital literacy are a must, and I encourage students who are weak in these areas to seek out ways to improve them. Graduates need strong information literacy skills so they can parse out sound sources of information to continue to grow their professional knowledge. They need to be adaptive, flexible, and creative to address client and agency needs while maintaining ethical standards.
More than ever, graduates must prepare themselves to be stretched upon entering practice, meeting demands within ever-changing contexts. For example, I had a graduate with a bachelor's degree in social work accept a leadership position with an organization, start providing direct services to clients, and successfully write for a federal grant to increase the agency's programs all within a few months of earning her degree. While the graduate's education grounded her in the basics of these practices, she continued to develop her professional skills within the context of her employment.
Donna Aguiniga Ph.D.: I encourage students to self-evaluate, to think now about how they can make themselves stand out amongst their peers and gain additional practical knowledge. There are many ways to do this. Participating in volunteer work, service-learning classes, study abroad, and student organizations can provide a way for students to gain experience and help their resumes stand out. However, many students have to work full-time and are limited in their opportunity to participate in activities and programs. A strong work history, regardless of the field, demonstrates responsibility in a way that is attractive to potential employers and can showcase desirable skills such as teamwork and problem-solving. In addition, all social work students are required to complete practicum experiences under the supervision of a professional social worker. The practicum is invaluable experience for a resume and has often led directly to job offers.
The Pennsylvania State University
Department of Educational Psychology, Counseling, & Special Education
Dr. Richard Hazler Ph.D.: Schools still need to hire, but there is hesitancy as they figure out what their budgets are actually going to look like next year. The bottom line is that the pandemic has only upped the amount of stress and emotional problems for children that directly interfere with student learning. Everyone in a school (teachers, administrators, staff, and parents) want people who can help with these problems and who know how to work within the school context. The need and hiring of school counselors continues to increase.
Dr. Richard Hazler Ph.D.: Schools want counselors who are independent and committed to the school system, parents, and individual students. They want people who are competent in dealing with mental health issues and understand how to help in ways that promote attendance and academic success. They also want people who can work with teachers and parents to make things work better for the children.
Dr. Richard Hazler Ph.D.: Any place in the country that is growing in suburban population is looking for counselors. Over the past ten years, areas of eastern Virginia, Maryland, North Carolina and areas in California and Florida have been consistently hiring.
Bureau of Alcohol, Tobacco, Firearms and Explosives Office of Public and Governmental Affairs Public Affairs Division
Erik Longnecker: ATF Deputy Assistant Director of Human Resources & Professional Development, Peter J. Forcelli, who oversees Training & Professional Development for the agency commented, "There have been a number of challenges in 2020 to onboarding new ATF Special Agents. COVID restrictions made changes to the way we were recruiting. In the past, we primarily recruited in person; in March we turned to technology and the use of the internet to participate in virtual job fairs. We followed the recommendations on the wearing of masks and using appropriate social distancing and continued to get Special Agent applicants through the examination, the Physical Task Test, the panel interview, the polygraph and medical examinations, and a rigorous background investigation, in order to receive a Top-Secret Security Clearance. In addition to continuing these requirements, I am happy to report that in Fiscal Year 2020, despite challenges from COVID and the civil unrest, 186 individuals from very diverse backgrounds became ATF Special Agents. Many have already completed the entire training regimen to include the Criminal Investigator's Training Program at the Federal Law Enforcement Training Center in Brunswick, Georgia, followed by ATF's Special Agent Basic Training Program at the ATF National Academy, which is 14-weeks long, and involves extensive training in firearms technology, interviewing, case management, tactics, post-blast investigations, arson investigations, and federal firearms laws. Law enforcement is a calling for most who enter this field, and we persevere. As a former NYPD Detective and having been an ATF Agent for almost 20 years, it is a rewarding career - and I have never looked back. I expect the young men and women who became ATF Special Agents during this unpredictable year to feel the same way. I'm proud they chose ATF and confident in their abilities to meet our mission and continue protecting the American people from violent gun crime.
Erik Longnecker: Information about the eligibility for careers at ATF can be found on our website at: link
Erik Longnecker: ATF hires special agents for locations in every state and other territories of the United States.
Erik Longnecker: Hiring continues throughout the pandemic. Special agents enforce federal arson, explosives and firearms laws. Violations of these laws have continued throughout the pandemic, requiring the unique skills and abilities of our special agents and other employees to combat violent crime and protect the public.

Carlos Wilson Ph.D.: Typically, our students come in with a wealth of experience. Some have been in their careers for years and are looking to advance to a management level position. Their work experience shows them being well qualified. I think what does stand out on the resume is their earning of a degree. Being that the degree is in interdisciplinary studies, making sure to choose a concentration or emphasis in the career discipline students are seeking, and sharing their coursework on their resume is a great way to highlight students' preparation.
Utah State University
Department of Speech-Language Pathology
Sonia Manuel-Dupont Ph.D.: When I review resumes, I look for life skills and transferable skills. These include skills that emerge from leadership positions, interdisciplinary teamwork, work with individuals and communities who are ethnically and linguistically different from the applicant, and extended practice with technical and professional communication.
Ron Precht: Generally, metropolitan areas have had more openings for massage therapists. This is a report from the end of 2019 that has the most recent data we have available. Report

Lyndal Khaw Ph.D.: Families and children are ubiquitous and exist in every social space across the country. They are in homes, schools, workplaces, and communities. That being said, many issues impact children and families and services to support them best. With areas where populations are more extensive, there are typically more services and job opportunities for graduates in this field. Note, too, that with COVID-19 there is the capacity to work in the field remotely, so you may very well live in New Jersey and telecommute and be employed in New York state.
Lyndal Khaw Ph.D.: Quite a bit. COVID-19 notwithstanding, technology has changed how families interact with each other and effectively how others work with kids and families. Graduates should consider how services can be delivered virtually, but still in impactful ways. Because of COVID-19, many students in our program are completing internships or student teaching, almost, so they are already getting exposure to this type of experience. Students should also think about translational work in family science and human development. Consider a new parent who wants information on their child's first year of life. Chances are, they will seek this information online, use apps on smartphones to track their child's development, and attend online parenting classes. There has always been a market for this type of knowledge and service delivery in this field, and I envision this growing, even more so, under our current circumstances.

Dr. Brenda Cross: Volunteering and job shadowing are often seen as a positive on a resume. We are also always looking for students who have experience working with children or adults, as they tend to have developed skills that are useful in the clinic.